Decision No. 2534/QD-BNN-TCCB Approving the Human Resources Development Plan for the Agriculture and Rural Development Sector for the period 2011-2020

Pursuant to …;

Approving the Human Resources Development Plan for the Agriculture and Rural Development Sector for the period 2011-2020

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THE MINISTER OF AGRICULTURE AND RURAL DEVELOPMENT

Pursuant to Decree No. 01/2008/ND-CP dated January 3, 2008 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Agriculture and Rural Development; Decree No. 75/2009/ND-CP dated September 10, 2009 of the Government amending Article 3 of Decree No. 01/2008/ND-CP dated January 3, 2008 of the Government;

Pursuant to the Education Law dated June 14, 2005 and the Law Amending and Supplementing Certain Provisions of the Education Law dated November 25, 2009;

Pursuant to the Vocational Training Law dated November 29, 2006;

Pursuant to Decision No. 1956/QD-TTg dated November 23, 2009 of the Prime Minister approving the Skilled Worker Training Program for Rural Laborers until 2020;

Pursuant to Decision No. 1216/QD-TTg dated July 22, 2011 of the Prime Minister approving the Human Resources Development Plan for Vietnam for the period 2011-2020;

Pursuant to Circular No. 5080/BKHĐT-CLPT dated August 2, 2011 of the Ministry of Planning and Investment on guiding the completion, review, and approval of human resources development plans for ministries, sectors, and localities for the period 2011-2020;

At the proposal of the Director of the Cadre and Civil Servant Department,

DECISION:

Article 1. Approving the Human Resources Development Plan for the Agriculture and Rural Development Sector for the period 2011-2020 with the following contents:

I. VIEWS AND DEVELOPMENT OBJECTIVES

Clause 1. Views

a) Developing human resources in the Agriculture and Rural Development Sector to successfully implement the strategic goals of economic and social development for the sector during the period 2011-2020.

b) The development of human resources in the sector must have a long-term vision and appropriate steps according to the requirements of each development stage.

c) The development of human resources in the sector must ensure a harmonious structure and balanced human resource allocation across various fields within the sector, regions, and territories.

d) The development of human resources in the sector must be aligned with international integration requirements.

Clause 2. Objectives

a) General Objective

Specifically implementing the strategic goals of economic and social development for the sector during the period 2011-2020 from a human resources perspective, aiming to determine the views, directions, and solutions for developing human resources in the sector that ensure sufficient quantity, reasonable structure, and level of competence, forming a high-quality workforce meeting regional standards and gradually approaching international standards to successfully achieve the goal of industrialization and modernization of the sector and contribute to the successful realization of national construction and defense objectives; at the same time serving as a basis for leaders within the sector to develop human resources planning for their units and five-year and annual human resources development plans.

b) Specific Objectives

- Increasing the proportion of trained personnel in the entire sector through various training forms and levels from 15.5% in 2010 to 50% by 2020.

- Developing a synchronized workforce in the sector across all fields, regions, ensuring adequate numbers, a reasonable structure in terms of training level and specialty, having basic quality comparable to average countries in the region, gradually meeting global and international integration requirements; while prioritizing the development of key areas with competitive advantages or important areas significantly impacting national security, and areas with low attraction to human resources.

- Developing a reasonable network of training institutions for the sector and a cadre of educational managers, lecturers, teachers capable of training personnel at various levels to meet the development needs of the sector.

II. DIRECTIONS FOR HUMAN RESOURCES DEVELOPMENT UNTIL 2020

1. Developing human resources according to training levels and economic sectors within the sector

Rapidly increasing the proportion of trained personnel in the entire sector with a reasonable structure. The total number of trained personnel will reach approximately 7 million people (accounting for 28% of the total 25 million people working in the sector) by 2015 and approximately 12 million people by 2020 (accounting for 50% of the total 24 million people working in the sector). For the aquaculture sector specifically, the ratio of trained personnel at various levels compared to the total workforce in the aquaculture sector will increase from 28.4% in 2010 to about 45% by 2015 and about 68% by 2020.

Vigorously promoting vocational training at all levels, particularly emphasizing vocational training for rural laborers, striving to train approximately 300,000 rural workers annually at the primary level and regular vocational training, ensuring that among the total trained personnel, those trained through the vocational training system will reach approximately 6.5 million people (accounting for nearly 93%) by 2015 and approximately 11.2 million people (accounting for nearly 93%) by 2020; those trained through the education and training system will reach approximately 0.5 million people (accounting for over 7%) by 2015 and approximately 0.8 million people (accounting for nearly 7%) by 2020.

Regarding the training level structure, in 2015, the number of trained personnel at the primary vocational level and regular vocational training will reach approximately 5.1 million people, accounting for about 73% of the total trained personnel in the entire sector; the corresponding figures for the intermediate technical and vocational level are approximately 1.33 million people (accounting for about 19%); the college and vocational college level: 0.45 million people (accounting for 6.4%); the university level: approximately 0.1 million people (accounting for 1.4%); and the post-university level: approximately 17 thousand people (about 0.24%). In 2020, the number of trained personnel at the primary vocational level and regular vocational training will reach approximately 8.34 million people, accounting for about 69.5% of the total trained personnel in the entire sector; the corresponding figures for the intermediate technical and vocational level are approximately 2.7 million people (accounting for about 22.5%); the college and vocational college level: 720 thousand people (approximately 10.3%); the university level: 200 thousand people (approximately 2.86%); and the post-university level: 40 thousand people (approximately 0.57%).

Regarding the overall human resource structure of the sector, in 2010, the total number of personnel in the sector was approximately 24.9 million people (accounting for about 51% of the total human resources in the national economy), in 2015 it was approximately 25 million people (accounting for about 46% of the total human resources in the national economy), and in 2020 it was approximately 24 million people (accounting for about 38% of the total human resources in the national economy), including:

- The total number of human resources working in the agricultural sector in 2010 was approximately 20.32 million people (accounting for about 81.6% of the total 24.9 million human resources in the entire industry), in 2015 it was approximately 19.94 million people (accounting for about 79.8% of the total 25 million human resources in the entire industry), and in 2020 it was approximately 18.65 million people (accounting for about 77.7% of the total 24 million human resources in the entire industry).

- The total number of human resources working in the rural economic development sector (including household agriculture economy , farm management, agricultural product market)in 2010 was approximately 500 thousand people (about 2% of the total human resources in the entire industry), in 2015 it was approximately 500 thousand people (about 2% of the total human resources in the entire industry), and by 2020 it was approximately 550 thousand people (about 2.3% of the total human resources in the entire industry).

- The total number of human resources working in the water resources sector in 2010 was approximately 1.25 million people (accounting for about 5% of the total human resources in the entire industry), in 2015 it was approximately 1.30 million people (about 5.2% of the total human resources in the entire industry), and in 2020 it was approximately 1.40 million people (about 5.8% of the total human resources in the entire industry).

- The total number of human resources working in the forestry sector in 2010 was approximately 1.0 million people (accounting for about 4% of the total human resources in the entire industry), in 2015 it was approximately 1.06 million people (about 4.2% of the total human resources in the entire industry), and in 2020 it was approximately 1.10 million people (about 4.6% of the total human resources in the entire industry).

- The total number of human resources working in the fisheries sector in 2010 was approximately 1.83 million people (accounting for about 7.4% of the total human resources in the entire industry), in 2015 it was approximately 2.20 million people (about 8.8% of the total human resources in the entire industry), and in 2020 it was approximately 2.30 million people (about 9.6% of the total human resources in the entire industry).

The training plan for human resources is as follows:

a) Period 2011 - 2015

Over the five years from 2011 to 2015, the industry will train a total of 682,750 people at various levels from primary to doctoral degree, including: forestry sector: 68,000 people, agriculture sector: 412,750 people, water resources sector: 123,000 people, fisheries sector: 79,000 people. On average, each year will train 136,550 people, specifically as follows:

On average, each year will train 300 doctoral candidates (of which forestry sector: 40 doctoral candidates/year, agriculture sector: 130 doctoral candidates/year, fisheries sector: 50 doctoral candidates/year, water resources sector: 80 doctoral candidates/year); train 2,720 master's candidates/year (of which forestry sector: 260 master's candidates/year, agriculture sector: 1,680 master's candidates/year, water resources sector: 480 master's candidates/year, fisheries sector: 300 master's candidates/year); train 14,480 engineers/year (of which forestry sector: 1,780 engineers/year, agriculture sector: 11,390 engineers/year, water resources sector: 3,250 engineers/year, fisheries sector:

2,060 engineers/year); train 26,500 people at college and vocational college level/year (of which forestry sector: 2,540 people/year, agriculture sector: 16,270 people/year, water resources sector: 4,650 people/year, fisheries sector: 2,950 people/year); train 35,350 people at intermediate technical level/year (of which forestry sector: 3,390 people/year, agriculture sector: 21,840 people/year, water resources sector: 6,200 people/year, fisheries sector: 3,920 people/year); train 57,200 technical staff at primary level/year (of which forestry sector: 5,500 people/year, agriculture sector: 35,250 people/year, water resources sector: 10,070 people/year, fisheries sector: 6,380 people/year).

b) Phase 2016 - 2020

Over the five years from 2016 to 2020, the industry will train a total of 556,800 people at various levels from primary to doctoral degree, including: forestry sector: 65,300 people, agriculture sector: 320,200 people, water resources sector: 70,300 people, fisheries sector: 101,000 people. On average, each year will train 111,355 people, specifically as follows:

On average, each year will train 185 doctoral candidates (of which forestry sector: 35 doctoral candidates/year, agriculture sector: 60 doctoral candidates/year, water resources sector: 50 doctoral candidates/year, fisheries sector: 40 doctoral candidates/year); train 2,520 master's candidates (of which forestry sector: 260 master's candidates/year, agriculture sector: 1,500 master's candidates/year, water resources sector: 410 master's candidates/year, fisheries sector: 350 master's candidates/year); train 18,000 engineers (of which forestry sector: 1,940 engineers/year, agriculture sector: 10,330 engineers/year, water resources sector: 3,080 engineers/year, fisheries sector: 2,650 engineers/year); train 25,125 college graduates (of which forestry sector: 2,595, agriculture sector: 14,900, water resources sector: 4,100, fisheries sector: 3,530); train 28,550 intermediate technical staff (of which forestry sector: 3,240, agriculture sector: 15,760, water resources sector: 5,130, fisheries sector: 4,420); train 36,975 primary-level technical staff (of which forestry sector: 4,210, agriculture sector: 20,355, water resources sector: 6,670, fisheries sector: 5,740).

c) Vocational training for rural laborers according to Decision No. 1956/QD-TTg dated November 27, 2009 of the Prime Minister:

In addition to the quantity and structure of human resources trained according to the planning above (at points a and b), during the period from 2011 to 2015, vocational training in agriculture (including sectors: agriculture, forestry, water resources and fisheries) will be provided for 1.6 million rural laborers (on average training 330,000 people/year). During the period from 2016 to 2020, vocational training in agriculture will be provided for 1.4 million rural laborers (on average training 280,000 people/year).

2. Development of human resources according to some participating subjects

a) Civil Servants and Public Officials of the Industry

- Central Level

The civil servants and public officials of the central level of the industry will have approximately 25,000 people by 2015, of which the proportion of people with bachelor's degree or higher is about 85%; by 2020, there will be approximately 28,600 people, of which the proportion of people with bachelor's degree or higher is about 90%.

The proportion of civil servants and public officials of the central level requiring further training and professional development during the period 2011 - 2015: about 50%, during the period 2016 - 2020: about 65%.

- Local Level

The civil servants and public officials of the local level of the industry will have approximately 99,000 people by 2015, of which the proportion of people with bachelor's degree or higher is about 65%; by 2020, there will be approximately 113,000 people, of which the proportion of people with bachelor's degree or higher is about 70%.

The proportion of civil servants and public officials of the local level requiring further training and professional development during the period 2011 - 2015: about 35%, during the period 2016 - 2020: about 45%.

b) Scientific and Technological Staff

The scientific and technological workforce of the Industry by 2015 will have approximately 5,500 people, of which the proportion of those with postgraduate qualifications accounts for about 35%; by 2020, there will be approximately 6,500 people, of which the proportion of those with master's and doctoral degrees accounts for about 45%.

c) The teaching staff of the Industry

- The teaching staff of the education and training system (vocational secondary, college, university, and postgraduate)

The teaching staff of the education and training system of the Industry by 2015 will have approximately 2,800 people, of which the proportion of those with postgraduate qualifications accounts for about 45%; by 2020, there will be approximately 3,400 people, of which the proportion of those with postgraduate qualifications accounts for about 60%.

The proportion of teaching staff of the education and training system requiring professional enhancement during the period from 2011 to 2015 is about 15% (of which university lecturers account for about 5%), and during the period from 2016 to 2020 is about 10% (of which university lecturers account for about 6%).

- The teaching staff of the vocational training system (college, intermediate, and primary vocational training)

The teaching staff of the vocational training system of the Industry by 2015 will have approximately 2,200 people, of which 100% of instructors can teach using integrated theoretical and practical methods, and 35% have master's degrees or higher; by 2020, there will be approximately 2,700 people, of which 50% have master's degrees or higher.

The proportion of vocational instructors requiring professional enhancement during the period from 2011 to 2015 is about 30%, and during the period from 2016 to 2020 is about 25%.

d) The workforce working in enterprises of the Industry (including production and business establishments, companies, farms, and forestry stations in the agricultural and rural development sector)

The workforce working in enterprises of the Industry by 2015 will have approximately 340,000 people, of which the proportion of those with vocational training certificates at the primary level or higher accounts for about 80%; by 2020, there will be approximately 380,000 people, of which the proportion of those with vocational training certificates at the primary level or higher accounts for about 85%.

The proportion of workers in enterprises requiring professional enhancement during the period from 2011 to 2015 is about 35%, and during the period from 2016 to 2020 is about 30%.

e) The workforce directly engaged in agriculture in rural areas (at cooperatives, cooperative groups, farms, and households)

The workforce currently engaged in agriculture in rural areas is approximately 24.50 million people (accounting for about 98.4% of the total manpower of the Industry); by 2015, it will be approximately 24.54 million people (about 98.1% of the total manpower of the Industry), of which the proportion of workers with vocational training at the primary level or higher is about 25-26%; by 2020, it will be approximately 23.48 million people (about 97.8% of the total manpower of the Industry), of which the proportion of workers with vocational training at the primary level or higher is about 47-48%.

The proportion of workers engaged in agriculture in rural areas requiring vocational training at the primary level or higher during the period from 2011 to 2015 is about 8-10%, and during the period from 2016 to 2020 is about 7-8% of the total number of agricultural workers in rural areas.

3. Development of human resources according to economic and social regions

a) The Northern Midland and Mountainous Region

- By 2015, the total number of agricultural manpower working in the region will be approximately 5.13 million people; the average annual growth rate of trained manpower during the period from 2011 to 2015 is about 7-8% per year, reaching approximately 1.3 million people (an increase of 0.37 million people compared to 2010) and accounting for about 25.2% of the total manpower of the Industry working in the region.

- By 2020, the total number of agricultural manpower working in the region will be approximately 5.197 million people; the average annual growth rate of trained manpower during the period from 2016 to 2020 is about 8% per year, reaching approximately 1.9 million people (an increase of 0.6 million people compared to 2015) and accounting for about 37% of the total manpower of the Industry working in the region.

- During the period from 2011 to 2020, efforts should focus on training manpower for key sectors of the region such as: Production and processing of various high-quality and high-value agricultural and forest products (tea, cinnamon, cassia, paper raw materials, precious medicinal herbs, cow milk...), planting, conservation, exploitation, and protection of forests...

b) The Red River Delta Region

- By 2015, the total number of agricultural manpower working in the region will be approximately 4.936 million people; the average annual growth rate of trained manpower during the period from 2011 to 2015 is about 8% per year, reaching approximately 2 million people (an increase of 0.572 million people compared to 2010) and accounting for about 40.5% of the total manpower of the Industry working in the region.

- By 2020, the total number of agricultural manpower working in the region will be approximately 4.812 million people; the average annual growth rate of trained manpower during the period from 2016 to 2020 is about 8-9% per year, reaching approximately 3.8 million people (an increase of 1.8 million people compared to 2015) and accounting for about 79% of the total manpower of the Industry working in the region.

- During the period from 2011 to 2020, efforts should focus on training manpower to meet the demand for quantity and quality in key sectors of the region such as: Production and processing of agricultural and forest products; ornamental plants, livestock breeding, poultry farming; fishing, aquaculture, processing of aquatic and marine products, water conservancy...

c) The North Central Coast and South Central Coast Region

- By 2015, the total number of agricultural manpower working in the region will be approximately 6.103 million people; the average annual growth rate of trained manpower during the period from 2011 to 2015 is about 7% per year, reaching approximately 2 million people (an increase of 0.62 million people compared to 2010) and accounting for about 32.8% of the total manpower of the Industry working in the region.

- By 2020, the total number of agricultural manpower working in the region will be approximately 6.262 million people; the average annual growth rate of trained manpower during the period from 2016 to 2020 is about 8% per year, reaching approximately 3 million people (an increase of 1 million people compared to 2015) and accounting for about 47.9% of the total manpower of the Industry working in the region.

- During the period from 2011 to 2020, it is necessary to focus on training human resources in sufficient quantity and quality to meet the requirements for key areas and main forces of the Sector in the region, including: production and processing of agricultural and forestry products; livestock breeding; fishing and aquaculture; mechanical engineering for agriculture, forestry, and fisheries (shipbuilding and repair, agricultural machinery repair...); export-oriented seafood processing industry; irrigation...

d) Western Highlands

- By 2015, the total number of agricultural workforce working in the region was approximately 2.207 million people; the average annual growth rate of trained human resources during the period from 2011 to 2015 was about 5% per year, reaching approximately 580 thousand people (an increase of 180 thousand people compared to 2010) and accounting for about 22.8% of the total workforce of the Sector working in the region.

- By 2020, the total number of agricultural workforce working in the region was approximately 2.233 million people; the average annual growth rate of trained human resources during the period from 2016 to 2020 was about 7% per year, reaching approximately 780 thousand people (an increase of 200 thousand people compared to 2015) and accounting for about 35% of the total workforce of the Sector working in the region.

- During the period from 2011 to 2020, focus on training sufficient human resources for key and priority areas of the region, including: processing of agricultural and forestry products; planting industrial crops such as coffee, rubber, pepper, cashew; planting, conservation, exploitation, and protection of forests...

e) Southeastern Region

- By 2015, the total number of agricultural workforce working in the region was approximately 1.397 million people; the average annual growth rate of trained human resources during the period from 2011 to 2015 was about 6% per year, reaching approximately 500 thousand people (an increase of more than 115 people compared to 2010) and accounting for about 35.8% of the total workforce of the Sector working in the region.

- By 2020, the total number of agricultural workforce working in the region was approximately 1.362 million people; the average annual growth rate of trained human resources during the period from 2016 to 2020 was about 7% per year, reaching approximately 1 million people (an increase of 500 people compared to 2015) and accounting for about 73.4% of the total workforce of the Sector working in the region.

- During the period from 2011 to 2020, focus on training qualified human resources for high-tech agricultural sectors serving industry and exports, such as planting and processing of rubber, cashew, fruit trees; raising high-value livestock; fishing, aquaculture, and processing of seafood...

g) The Mekong Delta Region

- By 2015, the total number of agricultural workforce working in the region was approximately 5.620 million people; the average annual growth rate of trained human resources during the period from 2011 to 2015 was about 6% per year, reaching approximately 1 million people (an increase of 0.286 million people compared to 2010) and accounting for about 17.8% of the total workforce of the Sector working in the region.

- By 2020, the total number of agricultural workforce working in the region was approximately 5.905 million people; the average annual growth rate of trained human resources during the period from 2016 to 2020 was about 7% per year, reaching approximately 2.5 million people (an increase of 1.5 million people compared to 2015) and accounting for about 42.3% of the total workforce of the Sector working in the region.

- During the period from 2011 to 2020, focus on training highly qualified human resources for key and priority areas of the region, including: industrial fishing, aquaculture, and processing of export-oriented seafood; processing of export-oriented forest products; planting and processing of vegetables and fruits; livestock breeding and meat processing; mechanical engineering for production and processing of agricultural, forestry, and aquatic products, and training of coastal area human resources in response to climate change...

III. IMPLEMENTATION STRATEGIES FOR THE PLAN

1. Reforming and Enhancing Awareness of the Role of Human Resource Development for Sustainable Development of the Sector and the Country

- Making everyone clearly understand the role and responsibility of training and utilizing human resources, transforming challenges related to human resources (large numbers, low skills, lack of industrial work habits...) into advantages (mainly through training), is the task of the entire Sector and the whole society, with a social nature (of all levels of leadership, schools, enterprises, families, and each individual worker in the Sector). This is the embodiment of the view that development is for and by people, which is one of the fundamental contents of sustainable development.

- Strengthening propaganda efforts to help everyone understand the policies for human resource development: legal regulations on human resources, employment, education, training, vocational training for rural workers...; mobilizing enterprises to actively participate in training agricultural human resources and developing rural areas to use them with increasingly higher quality.

2. Reforming State Management of Human Resource Development

- Improving and enhancing the capacity, effectiveness, and efficiency of the management system for human resource development of the Sector.

- Establishing a unit responsible for monitoring and collecting information on supply and demand of agricultural human resources nationwide, contributing to balancing supply and demand of human resources to promote economic and social development.

- Improving and strengthening coordination with all levels, sectors, localities, training institutions, and subjects involved in human resource development.

- Implementing state policies and having appropriate policies and mechanisms to develop agricultural human resources, including contents related to working environment, market mechanism, employment policy, income, living conditions..., while prioritizing policies for high-quality human resources and talents.

- Reforming the organizational and utilization mechanism of cadres from central to local levels to create fair, transparent, and low-cost recruitment opportunities for all candidates, especially those from rural areas, allowing them to have the opportunity to participate in state management, public service, and mass organizations at all levels.

- Fully implementing state preferential policies for civil servants working in rural areas to provide stable living conditions for cadres.

- Expand the rural technical labor market through policies for technical service staff in rural areas such as tax exemption for business operations, provision of loans, preferential land leasing...; for technical staff working for cooperatives, farms... to be supported from local agricultural promotion funds; for production sectors with suitable conditions, link agricultural extension staff with specific activities of the facilities (salary payment, staff evaluation and other benefits... for staff); for private enterprises in the agricultural sector in rural areas employing technical staff to be eligible for tax deductions on corporate income tax and participation in using funds for agricultural promotion activities.

- Encourage organizations and individuals to establish non-state research, training, and technical service agencies (universities, research institutes, consulting centers...) by applying special preferential policies such as tax reduction or exemption, preferential land leasing, provision of loans for infrastructure construction serving training, technical support... to attract the use of many scientific and technical personnel and managers.

- Improve and modernize the organizational system for production, business, services, scientific research, and technology transfer throughout the Industry; implement solutions to remove difficulties for facilities to develop production, increase income for workers, create motivation to attract human resources and talents for the Industry.

3. Modernize training and vocational education in line with practical needs to meet the development requirements of the Industry, the country, and international integration.

a) Reform state management over training and vocational education

- Encourage educational institutions to implement multi-level, multi-disciplinary, and multi-field training based on prioritizing agricultural and rural development professions to meet the diverse human resource needs of the Industry and the learning demands of the people.

- Implement planning for the network of universities, academies, colleges, and vocational schools throughout the Industry, ensuring compatibility with the economic development plans of various sectors of the Industry, regions, and localities; propose the State to prioritize investment in establishing and upgrading agricultural universities, academies, colleges, and vocational schools in areas with high demand for human resources or lacking training facilities, such as northern mountainous provinces, central provinces, the Central Highlands, and the Mekong Delta, contributing to promoting socialized higher education and training human resources and restructuring the economy of localities, regions, and the entire country.

- In the period from now until 2020, propose the establishment of at least one new fisheries university under the Ministry located in the Mekong Delta according to the Fisheries Development Strategy to 2010 approved by the Prime Minister, and some colleges, vocational colleges, and intermediate vocational schools based on the human resource development requirements of each region and locality; propose to transfer the Hanoi University of Agriculture to directly under the Ministry, convert two management cadres' schools under the Ministry into two academies for rural development training. The remaining universities, colleges, and intermediate professional schools will be proposed for comprehensive upgrading to enhance capacity, scale, quality, and training effectiveness, ensuring that 100% of schools meet national standards and can train key fields to international and regional standards.

- Assign tasks and motivate universities, research institutes, technology transfer centers, enterprises, forestry farms, craft villages throughout the Industry to actively carry out vocational training for rural workers according to Decision No. 1956/QD-TTg of the Prime Minister.

- Effectively coordinate between vocational training for rural workers and the implementation of rural socio-economic development plans and the new countryside construction program to create job opportunities and continuously improve the material and spiritual life of farmers.

- Gradually implement budget allocation policies based on the scale, quality, and effectiveness of training, moving towards implementing an autonomous mechanism in human resource development training for all training institutions within the Industry.

- Strengthen the combination of activities between research institutes and universities, colleges to integrate research-training-agricultural extension work in terms of staff, equipment, and funding.

b) Implement preferential policies for students to attract secondary and tertiary students to study agricultural and rural development professions

Effectively implement existing preferential policies of the State for secondary and tertiary students, in the future, it is necessary to study and propose the State to issue separate preferential policies for agricultural and rural development secondary and tertiary students as follows:

- Provide financial support for secondary and tertiary students from difficult rural areas to participate in preparatory classes to be able to pass entrance exams with equivalent quality to students from other areas.

- Implement reasonable tuition fee and scholarship policies for poor secondary and tertiary students in difficult areas;

- Implement preferential tuition fee, scholarship, and admission policies for secondary and tertiary students studying agricultural professions in high societal demand but with unfavorable labor markets and low student attraction such as marine and inland water product exploitation, marine aquaculture, forest resource and environmental management, forestry science, salt production.

- Expand credit lending funds and increase loan amounts, extend loan repayment periods for agricultural and rural development secondary and tertiary students who need loans.

c) Implement policies for the teaching staff and training institutions in agriculture and rural development Implement existing effective State policies for teaching staff in training institutions under the Industry, in addition, to improve the quality and effectiveness of agricultural human resource training and rural development, it will be proposed to the State to implement:

- Apply the highest preferential regime for organizations and individuals investing in technical staff and management training fields, such as reducing or exempting business tax, providing preferential land rental, offering loans for infrastructure construction serving training, technical support, teacher training, and textbook development. Allow these institutions to benefit from financial support policies for training costs (for example, subsidizing tuition fees for priority groups by the State) to attract students.

- Shift the mechanism of state funding support for training from direct budget allocation to training institutions to funding provided directly to students (such as scholarships, training cards, etc.) to create a positive, proactive, and competitive relationship between customers and service providers.

- Implement preferential policies to improve the quality of the teaching staff:

+ Directly recruit highly qualified teachers and lecturers (graduated from reputable schools with high-quality degrees, having valuable research works, etc.) and assign them management and training responsibilities commensurate with their qualifications without being bound by conventional mechanisms regarding working time, rank, etc.;

+ Select truly outstanding students (top graduates, winners of domestic and international awards, etc.) to provide scholarships for postgraduate studies at renowned international universities to supplement the teaching staff force.

+ For teachers and lecturers with outstanding achievements in training and scientific research, technology transfer (having many published works, many excellent graduates, high social recognition upon graduation, numerous research and production achievements), they will be prioritized for salary increases, further education opportunities, promotion to higher leadership positions, and preferential funding/research cost support.

+ Implement incentive policies to encourage teachers and lecturers to work in remote areas and prioritize job placement after completing their tasks.

- Improve the quality of textbooks: establish a Ministry-level Textbook Development Council (Ministry of Agriculture and Rural Development) to determine criteria, standards, and directional content of main subject textbooks. Schools have the responsibility and right to proactively develop textbooks that meet international standards and practical needs; teachers are responsible for developing textbooks for their subjects under the supervision of this Council and their managing authority.

- Prioritize investment support for the development of units providing lifelong training programs for teachers and agricultural sector staff in schools and academies. In addition to degree programs in training institutions, develop regular advanced training programs for teachers and students.

This program will regularly cooperate with businesses, farms, high-tech zones, research institutes, etc., to update and absorb the latest technological and management advancements and incorporate them into teaching content.

- Allocate funds annually for market training demand research to widely provide information to training institutions. The content includes supply and demand situations in various fields of study, trends in domestic and international science and technology development so that students can proactively choose their training directions.

- Prioritize preferential loans from the Development Bank for agricultural training institutions to build lecture halls, libraries, laboratories, practice stations, student dormitories, etc.

d) Reform approaches to building an educational and training system serving societal needs

- Ensure learning for employment, not merely for knowledge acquisition.

- Develop plans to intensify training according to societal needs at each training institution.

- Establish training institutions with a focus on linking corporate responsibilities with human resource training for utilization.

- Reform educational and training content and methods towards modernization and suitability for Vietnam's conditions.

e) Conduct quality assessment and accreditation at 100% of training institutions under the Ministry.

5. Ensuring capital for human resource development a) Forecasting capital requirements

Based on general human resource development needs, the scale of training and vocational education, the preliminary forecast of capital requirements for human resource development during the 2011-2020 period is as follows:

- Total investment for human resource development (including education and training, vocational education, and other costs for human resource development) throughout the 2011-2020 period is estimated at approximately 53 trillion VND. Of which, the 2011-2015 period is 21 trillion VND, and the 2016-2020 period is 32 trillion VND.

b) Mobilizing capital sources to ensure human resource development requirements

- Increasing state budget for human resource development

Essentially, the state budget remains the primary source contributing to the human resource development efforts of the industry until 2020 alongside other resources.

+ Increase investment in development both in absolute value and proportion in total social investment to modernize the human resource training system with a focus on industrialization, modernization, and international integration.

+ Develop a state budget allocation plan oriented towards concentrating expenditures to implement training human resource tasks, programs, and projects according to priority targets and social equality implementation (supporting training and human resource development for ethnic minority groups, remote areas, disadvantaged groups, and vulnerable communities).

- Promote socialization to enhance capital mobilization for human resource development.

+ Regarding capital mobilization from the public: Implement state mechanisms and policies to strengthen public capital investment and contribution to human resource development through forms such as direct investment in material and technical infrastructure for human resource training, capital contributions, etc.

+ For raising capital from enterprises and organizations: Implement according to the general regulations of the State, while creating favorable conditions to encourage enterprises of all economic sectors to increase investment in training funds to build and develop training systems within enterprises aimed at directly training human resources suitable for enterprise needs or increasing the training funds of enterprises. Expand forms of training human resources based on orders from enterprises.

+ For raising foreign capital: Strengthen the attraction of foreign capital sources and utilize effectively ODA, FDI, and foreign aid from organizations and individuals to develop human resources. Focus ODA and FDI funds on building training facilities reaching international standards.

6. Promote international cooperation to develop human resources

- Continue implementing policies to support from the state budget and mobilize socialized capital, attract foreign investment to build some schools reaching regional and international standards.

- Support the collaboration between human resource training institutions for the Sector with universities and vocational schools of international caliber to train human resources for the Sector.

- Support international cooperation in training and upgrading the teaching staff of the Sector (including both new training and retraining, both domestic and overseas training).

- Encourage the collaboration between training institutions and countries with advanced education, training, and vocational education systems to gradually adopt and transfer training technologies that meet the high-quality training needs of the Sector according to regional and international standards.

IV. IMPLEMENTATION OF THE PLAN

1. The Personnel Organization Department shall take the lead and coordinate with relevant units to develop a five-year and annual human resource development plan to implement this Planning Scheme; guide units throughout the Sector to develop human resource planning and plans consistent with the Sector's human resource development planning and plans.

2. Units under the Ministry shall develop the Human Resource Development Plan for the period 2011-2020, a five-year human resource development plan, and an annual human resource development plan for their units consistent with the Sector's Human Resource Development Plan and the development requirements of their units.

3. Units in the Sector located in provinces and centrally-administered cities shall develop the Human Resource Development Plan for the period 2011-2020, a five-year human resource development plan, and an annual human resource development plan for their units consistent with the socio-economic development planning, the local human resource development planning, and incorporate the objectives, orientations, tasks, and implementation measures of the Sector's Human Resource Development Plan.

4. After approval, the Planning Scheme will be publicly announced through mass media so that officers, employees, and workers throughout the Sector and nationwide can know, monitor, and follow up during its implementation.

5. Units in the entire Sector shall regularly evaluate and summarize annually the implementation of the Planning Scheme and report to the Ministry of Agriculture and Rural Development (through the Personnel Organization Department) to compile reports for the Minister and the Ministry of Planning and Investment, and continuously review and adjust as necessary to fit actual circumstances.

Article 2. This Decision takes effect from the date of issuance.

Article 3. The Director of the Ministry's Office, General Directors, Department Heads, Bureau Chiefs, and heads of related agencies under the Ministry are responsible for enforcing this Decision./.