Circular No. 26/2015/TT-BGDĐT promulgates the Continuous Training Program for Primary School Management Staff, applicable to principals and deputy principals of primary schools. The program includes mandatory and elective contents, focusing on leadership and management capabilities in primary education.
적용 범위
Principals and deputy principals of primary schools; educational institutions implementing training tasks.
핵심 사항
- Primary school management staff are trained in both mandatory and elective contents during the academic year.
- Mandatory content consists of 60 hours: Content 1 (30 hours) on policies and educational management; Content 2 (30 hours) on locality, curriculum, and textbooks.
- Management staff select modules from the elective content (60 hours).
- Educational institutions implement training tasks and evaluate results according to regulations.
- Continuous training costs are budgeted from regular operating funds and national target programs on education.
🌐 이 문서의 사회적 영향
- Enhance the leadership and management capabilities of primary school management staff, improving the quality of primary education.
- Depending on funding sources, it may impose financial burdens on educational institutions and individual management staff.
❓ 자주 묻는 질문
What contents do primary school management staff receive training on?
Management staff receive training on mandatory content (30 hours) regarding policies and educational management, and elective content (60 hours) on locality, curriculum, and textbooks.
What is the duration of continuous training?
Primary school management staff implement the program with a total of 120 hours per academic year.
How do educational institutions implement training tasks?
Educational institutions implement continuous training through assigned tasks or contracts, ensuring requirements for materials and lecturers are met.
Do primary school management staff have to comply with old regulations?
No, management staff do not need to comply with the provisions in Circular No. 32/2011/TT-BGDĐT.
Where does the funding for continuous training come from?
Continuous training costs are budgeted from regular operating funds, national target programs on education, and other lawful sources.
전문
CIRCULAR
Issued Ctraining program for regular professional development of primary school administrators
______________________
Pursuant to DecreeNo. Decree No. 32/2008/NĐ-CP dated March 19, 2008 of the Government"b) In addition to the lists of public services issued according to the provisions of Clause 2, Article 4 of this Decree, specialized agencies under provincial People's Committees shall report to the provincial People's Committee for decision-making on amending, supplementing, or issuing the list of public services funded by the state budget within their jurisdiction and consistent with the local budget capacity within the approved budget by the Provincial People's Assembly, and send it to the Ministry of Finance and relevant ministries and sectors for supervision during implementation."structuring the functions, tasks, powers, and organizational structure of the Ministry of Public Security;, amended and supplemented by Decree No. 109/2025/NĐ-CP and Decree No. 193/2025/NĐ-CP Director of the Quality Management Agency;
Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;FUNCTIONS, DUTIES, POWERS, ORGANIZATIONAL STRUCTURE, OPERATIONAL REGULATIONS, AND RELATIONSHIPS OF MANAGEMENT BOARDS; DUTIES, POWERS OF THE CHAIRPERSON, VICE CHAIRPERSON (IF ANY), SECRETARY, AND MEMBERS OF MANAGEMENT BOARDSimplementation of some articlesonof the Education Law;
Pursuant to Decree No. 31/2011/NĐ-CP dated May 1, 2011 of the Government amending and supplementing certain provisions of Decree No.1/NĐ-CP dated 175/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;No. Decree No. 10/2010/NĐ-CP dated March 5, 2010 of the Government on training and professional development for civil servants;FUNCTIONS, DUTIES, POWERS, ORGANIZATIONAL STRUCTURE, OPERATIONAL REGULATIONS, AND RELATIONSHIPS OF MANAGEMENT BOARDS; DUTIES, POWERS OF THE CHAIRPERSON, VICE CHAIRPERSON (IF ANY), SECRETARY, AND MEMBERS OF MANAGEMENT BOARDSimplementation of some articlesonof the Education Law;
Pursuant to Decreeand amended and supplemented by certain articles related to conditions for investment and business and administrative procedures in the field of information and communications on November 7, 20188/201Pursuant to Decree No. 29/2012/NĐ-CP dated April 12, 2012 of the Government on training and professional development for civil servants;
At the proposal of the Director of the Department of Teachers and School Administrators,developmentPursuant to the Government Decree No. 79/2017/NĐ-CP dated July 17, 2017 on the functions, tasks, powers, and organizational structure of the Ministry of Culture, Sports and Tourism;
of educational institutions,intention The Minister of Education and Training issues this Circular on the Regular Professional Development Program for Primary School Administrators.
This Circular annexes the Regular Professional Development Program for Primary School Administrators.June 2024;This Circular takes effect from December 15, 2015.intention The Heads of the Office, the Director of the Department of Teachers and School Administrators, the heads of units under the Ministry of Education and Training, directors of provincial education and training departments, organizations and individuals concerned are responsible for implementing this Circular./.developmentREGULAR PROFESSIONAL DEVELOPMENT PROGRAM FOR PRIMARY SCHOOL ADMINISTRATORS
Article 1. (Annexed to Circular No. 26/2015/TT-BGDĐT dated October 30, 2015 issued by the Minister of Education and Training)
Article 2. Article 1. The Regular Professional Development (RPD) Program for Primary School Administrators (PSA) is a program for professional development in specialized knowledge and skills, including mandatory content, elective content, and guidance on implementing the program.
Article 3. Article 2. This program applies to principals and vice-principals of primary schools, other educational institutions implementing the primary education curriculum (hereinafter referred to collectively as PSA), and related organizations and individuals.
PROGRAM
Article 2. Objectives of issuing the programỂ1. To serve as a basis for management, compilation of materials, organization of implementation, and self-professional development of PSAs.
2. To enhance leadership and management capabilities of PSAs to achieve primary education goals, meet requirements for developing primary education in accordance with fundamental and comprehensive educational reform, and comply with the Standards for Primary School Principals.
PART I
GENERAL PROVISIONS
Article 1. Scope of Regulation and Applicability
CONTENT OF THE PROGRAM
Article 3. Content of professional development
Mandatory contentc Qu 1. Content that meets the requirements for implementing the primary education year's tasks nationwide, including contents on policies and directions for developing education and primary education; requirements for managing primary education as stipulated by the Ministry of Education and Training for each academic year (hereinafter referred to as Mandatory Content 1).o2. Content that meets the requirements for implementing tasks to develop primary education during specific periods in each locality, including contents on local primary education development; management of curriculum implementation, textbooks, and local educational knowledge; coordination with programs and projects (if any) specified by the provincial education and training departments for each academic year (hereinafter referred to as Mandatory Content 2).
1. Serve as the basis for managing, organizing the compilation of materials, and implementing tasks related to the training and self-training of primary school management and teaching staff.
2. Help enhance the leadership and management capabilities of primary school management and teaching staff to achieve the goals of primary education, meeting the requirements for the development of primary education towards fundamental and comprehensive educational reform, and according to the standards for primary school principals.
Chapter II
CONTENT OF THE PROGRAM
Article 3. Compulsory Training Content ing1. The training content that meets the requirements for performing the annual tasks of primary education nationwide, including contents on policies and directions for the development of education and primary education; management work requirements for primary education as stipulated by the Ministry of Education and Training for each academic year (hereinafter referred to as Training Content 1).
2. The training content that meets the requirements for implementing the development tasks of primary education during different periods in each locality, including contents on the development of primary education in the locality; management of curriculum implementation, textbooks, and local educational knowledge; coordination with programs and projects (if any), specifically stipulated by the Department of Education and Training for each academic year (hereinafter referred to as Training Content 2).
3. Developing the school education plan in accordance with the requirements of educational reform
Article 4. Optional Training Content rockOptional Training Content (hereinafter referred to as Training Content 3), specifically as follows:
Field/Capacity for Managing Primary Schools
|
Module Code |
Name and Main Content of the Module |
Training Objectives |
Duration (class hours) |
Part 1: General Issues on Primary School Education Management in the Current Period |
|
|
||| Theory |
||| Practical Training |
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|
I. General Issues on Primary School Education Management in Accordance with Fundamental and Comprehensive Educational Reform Requirements |
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|
QLTH1 |
Basic Issues on Fundamental and Comprehensive Educational Reform |
1. The guiding viewpoints of the Party, Government, National Assembly, and Ministry of Education and Training on fundamental and comprehensive educational reform 2. Tasks and solutions for implementing fundamental and comprehensive educational reform 3. Basic issues regarding fundamental and comprehensive reform at the primary level - Understanding the importance of fundamental and comprehensive educational reform and its implications for the primary level; the basic contents of fundamental and comprehensive educational reform generally and specifically for the primary level according to the directives of the Party, Government, National Assembly, and Ministry of Education and Training. |
- Applying the contents of the module to develop specific action programs to implement at the school. QLTH2 |
7 |
8 |
|
Model of Full Day School (FDS) for Primary Education in Accordance with Reform Requirements |
1. General Issues on Full Day School Education 2. Conditions for Transitioning to Full Day School Education - Understanding the significance and importance of full day school education for improving comprehensive educational quality at the primary level. |
- Developing specific plans to transition to full day school education suitable for the conditions of the school and locality. Part 2: Enhancing Capacity for Managing Primary Schools |
7 |
8 |
|
|
II. Capacity for Building and Implementing Planning and Development Plans for Schools |
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|
QLTH3 |
Capacity for Building Planning and Development Plans for Schools to Meet Reform Requirements for Primary Education |
1. Forecasting Primary Education Development According to Reform Requirements 2. Building Planning and Development Plans for Schools According to Reform Requirements - Understanding the basic contents of forecasting primary education development according to reform requirements. |
- Developing planning and development plans for schools according to reform requirements (full day schooling; experiential learning, extracurricular learning; national standard schools; etc.). - Proposing appropriate and feasible measures to implement planning and development plans for schools. QLTH4 |
7 |
8 |
|
Capacity for Planning School Activities According to Reform Requirements for Primary Education |
1. Process of Building School Activity Plans 2. Organizing Implementation of School Activity Plans According to Reform Requirements and Full Day Schooling 3. Evaluating the Results of Plan Implementation and Directing School Development According to Reform Requirements - Knowing how to coordinate and integrate the process of building activity plans and full day schooling plans to build national standard schools according to reform requirements. |
- Proposing appropriate measures to implement activity plans and evaluating the results of plan implementation suitable for the conditions of the school and locality. III. Capacity for Managing School Organization Structure |
7 |
8 |
|
|
QLTH5 |
Capacity for Building and Managing School Organization Structure According to Reform Requirements for Primary Education |
1. School Organization Structure According to Reform Requirements 2. Measures for Improving the Quality and Effectiveness of School Organization Operations to Meet Reform Requirements - Presenting the school organization structure and the basic contents of organizational work in primary schools according to reform requirements. |
- Proposing appropriate measures to improve the quality and effectiveness of organizational operations to meet reform requirements. QLTH6 |
7 |
8 |
|
Capacity for Managing the Cadre, Teacher, and Staff Team According to Reform Requirements for Primary Education |
1. Participating in Teacher and Staff Recruitment Within Authority 2. Utilizing the Cadre, Teacher, and Staff Team According to Competency Development Requirements 3. Managing Training and Development Activities for Cadres, Teachers, and Staff According to Reform Requirements 4. Organizing Evaluation of Cadres, Teachers, and Staff as Prescribed - Understanding the basic contents of managing the cadre, teacher, and staff team in primary schools according to reform requirements. |
- Proposing specific measures to manage the cadre, teacher, and staff team according to competency development requirements to enhance the quality of their activities. IV. Capacity for Mobilizing Students and Organizing Classroom Management According to Reform Requirements for Primary Education |
7 |
8 |
|
|
QLTH7 |
Capacity for Organizing Student Mobilization and Ensuring Age-Appropriate Enrollment in Accordance with Universal Primary Education and Comprehensive Quality Improvement Requirements at the Primary Level |
1. Basic Issues Regarding Student Mobilization and Universal Primary Education 2. Measures for Implementing Student Mobilization and Universal Primary Education 3. Measures for Mobilizing and Organizing Inclusive Education for Children with Disabilities - Understanding the importance and basic contents of universal primary education for improving educational quality at the primary level. |
- Proposing appropriate measures to mobilize students, implement universal primary education, and organize inclusive education for children with disabilities. QLTH8 |
7 |
8 |
|
Capacity for Organizing Classrooms According to Reform Requirements for Primary Education |
1. Requirements for Organizing Classrooms to Implement Educational Reform 2. Organizing Classrooms According to the New Vietnamese School Model (VNEN) and Applying It in Practice - Understanding the importance and requirements for organizing classrooms to implement educational reform. |
- Applying the module's content to organize classroom activities for students at the school. V. Capacity for Managing the Primary School Curriculum According to Reform Requirements for Primary Education |
7 |
8 |
|
|
QLTH9 |
Capacity for Managing the Primary School Curriculum According to Reform Requirements |
1. Basic Issues Regarding Curriculum and Textbook Reform for Primary Education 2. Managing the Primary School Curriculum 3. Developing School Education Plans According to Reform Requirements 3. Develop the school education plan in accordance with the requirements for reform |
- Understand the basic issues regarding the reform of curricula and textbooks for primary education. - Present the fundamental contents for developing school educational plans in accordance with reform requirements, suitable to the conditions of the school and locality. - Propose specific measures appropriate to the conditions of the school and locality to develop the school's educational plan. |
7 |
8 |
|
QLTH10 |
Capacity to manage full-day teaching programs according to educational reform requirements for primary education 1. Organize the construction of full-day teaching programs according to educational reform requirements 2. Manage full-day teaching programs within the school |
- Understand the contents and effective management measures for the school's full-day teaching program. - Construct and implement full-day teaching programs according to educational reform requirements and suitable to the conditions of the school and locality. |
7 |
8 |
|
|
QLTH11 |
Capacity to manage foreign-influenced primary schools 1. Vietnam’s policies, regulations on cooperation in education development with foreign countries and international organizations 2. Managing foreign-influenced primary schools |
- Recognize the significance, importance, and fundamental contents of Vietnam’s policies, regulations on cooperation in education development with foreign countries and international organizations. - Apply the module’s content to propose management measures for foreign-influenced schools that fit the specific conditions of the school and locality. |
7 |
8 |
|
|
VI. Capacity to manage teaching and learning activities |
QLTH12 |
Capacity to manage teaching and learning activities according to educational reform requirements for primary education 1. Basic issues of organizing teaching according to educational reform requirements 2. Manage teachers’ teaching activities according to educational reform requirements 3. Manage students' learning activities according to educational reform requirements |
- Understand the importance and fundamental contents of managing teaching and learning activities according to educational reform requirements. - Apply the module’s content to organize and implement the management of teachers’ teaching activities and students' learning activities according to educational reform requirements. |
7 |
8 |
|
QLTH13 |
Capacity to manage the assessment of students' learning and training processes according to educational reform requirements for primary education 1. General issues about reforming the assessment of students' learning and training processes in primary education 2. Implement assessment activities for students according to reform requirements 3. Management measures for assessing students according to educational reform requirements |
- Understand the importance and fundamental contents of assessing students' learning and training processes according to educational reform requirements. - Propose appropriate management measures for assessing students according to reform requirements, and apply these measures in the management of assessment activities within the school. |
7 |
8 |
|
|
QLTH14 |
Capacity to manage teaching and learning activities according to certain organizational models that meet educational reform requirements for primary education 1. Teaching and learning activities according to certain organizational models such as: 01 session/day; 02 sessions/day; full day; VNEN according to educational reform requirements 2. Management measures for teaching and learning activities according to certain organizational models |
- Understand the organizational methods of teaching and learning according to certain models such as: 01 session/day; 02 sessions/day; full day; VNEN. - Propose appropriate management measures for each model to improve the quality of teaching and learning at the primary level. |
7 |
8 |
|
|
QLTH15 |
Capacity to manage integrated teaching and learning according to educational reform requirements for primary education 1. Some basic issues in integrated teaching and learning at the primary level according to educational reform requirements 2. Managing integrated teaching and learning at the primary level |
- Understand some basic issues in integrated teaching and learning at the primary level. - Propose measures to organize and manage integrated teaching and learning according to educational reform requirements, suitable to the specific conditions of the school and locality. |
7 |
8 |
|
|
QLTH16 |
Capacity to manage differentiated teaching and learning at the primary level according to educational reform requirements for primary education 1. Some basic issues in differentiated teaching and learning at the primary level 2. Managing differentiated teaching and learning activities at the primary level |
- Understand some basic issues in differentiated teaching and learning at the primary level. - Apply the module’s contents to organize and manage differentiated teaching and learning suitable to the specific conditions of the school and locality. |
7 |
8 |
|
|
QLTH17 |
Capacity to manage branch schools and combined classes in primary schools 1. Measures to manage branch schools 2. Measures to manage combined classes |
- Understand the basic characteristics and importance of managing branch schools and combined classes in improving teaching quality and educating students. - Propose appropriate management measures for branch schools and combined classes suitable to the conditions of the school and locality. |
7 |
8 |
|
|
QLTH18 |
Capacity to manage the implementation of professional activity reforms in primary schools 1. Skills to organize professional activities according to department/school/clusters 2. Measures to manage professional activities according to department/school/clusters |
- Understand the importance of professional activities and the main contents in professional activities organized according to department/school/clusters. - Have skills to organize professional activities and manage professional activities according to department/school/clusters suitable to the conditions of the school and locality. |
|
|
|
|
VII. Capacity to manage educational activities |
QLTH19 |
Capacity to manage class advisory work according to educational reform requirements for primary education 1. Basic issues of class advisory work 2. Develop class advisory work capacity for teachers 3. Manage class advisory work according to educational reform requirements |
- Understand the basic contents of class advisory work according to educational reform requirements. - Propose and implement effective management measures for class advisory work that meet the requirements of educational reform. |
7 |
8 |
|
QLTH20 |
Capacity to manage creative experience activities according to educational reform requirements for primary education 1. Basic issues about creative experience activities in primary schools 2. Implement creative experience activities 3. Managing creative experience activities in accordance with educational reform requirements. |
- Understanding the importance of creative experience activities at primary schools. - Proposing and organizing, managing creative experience activities at primary schools in accordance with the conditions of the school and locality. |
7 |
8 |
|
|
QLTH21 |
Management capacity for organizing life skills education for primary school students 1. Basic issues regarding life skills education for students in accordance with educational reform requirements for primary level. 2. Measures to manage the implementation of life skills education for students. |
- Understanding the importance and basic content of life skills education for primary school students. - Proposing and organizing, managing life skills education activities for students in accordance with the conditions of the school and locality. |
7 |
8 |
|
|
QLTH22 |
Management capacity for implementing positive discipline methods at primary schools 1. Basic issues of positive discipline methods. 2. Applying positive discipline methods in student education. 3. Managing the implementation of positive discipline methods at primary schools. |
- Understanding the basic issues of positive discipline methods in student education. - Applying specific contents of positive discipline methods to educate students. - Proposing and managing the implementation of positive discipline methods in accordance with the conditions of the school and locality. |
7 |
8 |
|
|
VIII. Financial and asset management capacity |
QLTH23 |
Management capacity for financial autonomy and responsibility at primary schools 1. Basic issues on financial management reform in education under the spirit of autonomy and self-responsibility. 2. Some financial management operations in education under the spirit of autonomy and self-responsibility. 3. Organizing the mobilization of financial resources to serve educational reform for the primary level. |
- Understanding the basic contents of financial management reform under the spirit of autonomy and self-responsibility. - Applying basic skills of financial management operations to manage the finances of primary schools under the spirit of autonomy and self-responsibility. - Proposing appropriate measures to mobilize, utilize, and manage financial resources to serve the activities of the school. |
7 |
8 |
|
QLTH24 |
Management capacity for assets and facilities serving educational reform for the primary level 1. Requirements for facilities and teaching equipment to implement educational reform. 2. Basic contents in managing assets, facilities, and teaching equipment. 3. Measures to manage facilities and teaching equipment. |
- Understanding the basic requirements and contents in managing facilities and teaching equipment. - Proposing measures to enhance, utilize, and manage assets, facilities, and teaching equipment to serve educational reform in accordance with the conditions of the school and locality. |
7 |
8 |
|
|
IX. Administrative management and democratic implementation capacity in school activities |
QLTH25 |
Administrative management capacity at primary schools in accordance with educational reform requirements. 1. Orientation for administrative management reform at primary schools. 2. Measures to improve administrative management capacity. |
- Understanding the position and importance of administrative management in fulfilling the political tasks of the school. - Implementing measures for administrative management reform in the school. |
7 |
8 |
|
QLTH26 |
Capacity to organize the implementation of democratic regulations in school activities. 1. The Party and State's guiding viewpoints on implementing democracy. 2. Basic contents of implementing democratic regulations in primary school activities. 3. Measures to manage the implementation of democratic regulations according to management reform and educational reform requirements. |
- Recognizing the importance and basic issues of implementing democratic regulations in school activities. - Applying the module content in managing the implementation of democratic regulations in primary schools. |
7 |
8 |
|
|
X. Capacity to develop information systems in primary schools. |
QLTH27 |
Capacity to develop information systems in schools in accordance with educational reform requirements for the primary level. 1. Developing information systems in schools in accordance with educational reform requirements. 2. Measures to manage information systems in schools. |
- Understanding the role of information technology and communication in teaching, education, and school management. - Understanding the basic contents of developing information systems in managing teaching and educational activities of the school. - Proposing and organizing the implementation of measures to manage the development of information systems in accordance with the conditions of the school and locality. |
7 |
8 |
|
XI. Capacity to organize quality education inspection and certification. |
QLTH28 |
Capacity to organize the implementation of quality education inspection and certification in primary schools. 1. Organizing internal school inspections in accordance with management reform and educational reform requirements. 2. Organizing quality education certification for primary schools in accordance with management reform and educational reform requirements. |
- Understanding the importance, impact, and basic contents of quality education inspection and certification work to improve school activity quality. - Applying the module content in managing the organization of quality education inspection and certification work in accordance with management reform and educational reform requirements. |
7 |
8 |
|
XII. Capacity to organize cooperation between schools and families, communities, and society. |
QLTH29 |
Capacity to organize cooperation between schools and families in student education activities. 1. Basic contents of cooperation work between schools and families in student education activities. 2. Implementing cooperation between schools and families in student education activities. |
- Recognizing the importance of cooperation work between schools and families in student education. - Understanding some basic contents in cooperation work between schools and families in student education. - Organizing the implementation of cooperation measures between schools and families in student education activities. |
7 |
8 |
|
QLTH30 |
Capacity for organizing collaboration between schools and localities in educational activities for students and enhancing the role of schools in the community 1. Some basic contents of the collaboration work between schools and localities in educational activities for students and school development 2. Implementing collaborative educational activities between schools and localities 3. Enhancing the role of schools in the community and society |
- Recognizing the importance of collaboration work between schools and localities in student education. - Understanding some basic contents in the collaboration work between schools and localities in student education. - Organizing the implementation of measures to collaborate between schools and localities in student educational activities to develop schools and enhance the role of schools in the community and society. |
7 |
8 |
|
|
XIII. Professional and pedagogical expertise |
QLTH31 |
Selecting one of the modules of the current Program for Primary School Teachers of the Ministry of Education and Training |
Improving professional and pedagogical expertise to meet teaching, education, and school management requirements |
15 |
|
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Part 3: Supporting Skills |
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XIV. Developing communication skills in primary school management |
QLTH32 |
Developing communication skills in primary school management 1. General issues about communication in management 2. Basic skills in communication management |
- Recognizing the importance of communication in school management. - Applying basic communication skills to resolve management situations. - Proposing solutions to communication management situations. |
7 |
8 |
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XV. Using scientific methods in school management |
QLTH33 |
System approach method applied in educational management 1. Concept of system and system approach method 2. Educational system and components of an educational system 3. Relationships and impacts of system components on educational quality |
- Understanding the role of the system approach method in educational management. - Presenting basic issues about systems and the system approach method; relationships among components and their impact on educational quality. - Identifying components in primary schools and the impact of management work on these components to improve educational quality. |
7 |
8 |
|
QLTH34 |
Forecasting educational development 1. Some basic concepts about forecasting in education 2. Some basic contents of forecasting in education 3. Some basic methods in educational development forecasting |
- Recognizing the importance of forecasting in building planning and development plans for schools. - Presenting some basic concepts and contents of educational development forecasting. - Applying forecasting to build activity and school development plans. |
7 |
8 |
|
|
QLTH35 |
Problem-solving methods in educational management 1. Concept of problems in educational management 2. Process of solving problems in educational management 3. Building action plans to implement problem-solving in educational management |
- Understanding the importance of problem-solving methods in educational management. - Presenting the concept and process of solving problems in educational management. - Applying the module content to solve management issues in primary schools. |
7 |
8 |
|
|
QLTH36 |
Application of modeling and diagramming methods in educational management 1. Application of modeling methods in educational management 2. Application of diagramming methods in educational management |
- Understanding the significance of modeling and diagramming methods in educational management. - Presenting basic contents of modeling and diagramming methods. - Knowing how to apply the module content in primary school management activities. |
7 |
8 |
|
Chapter III
GUIDELINES FOR IMPLEMENTING THE PROGRAM
Article 5. TThis Resolution takes effect from the date it is adopted by the National Assembly.ime, duration of implementing regular training
1. The regular training program is implemented during the academic year and the summer training period each year, in accordance with the actual conditions of the school, locality, and individual needs of primary school managers.
2. Each primary school manager must implement the training program specified in this Circular with a total of 120 class hours per academic year.
a) Training content 1: approximately 30 class hours per academic year.
b) Training content 2: approximately 30 class hours per academic year.
c) Training content 3: approximately 60 class hours per academic year.
3. Departments of Education and Training, District Education and Training Offices may adjust the duration of training for each training content to meet the requirements and educational plans of the locality for each academic year, but they must ensure the training duration as stipulated in Clause 2 of this Article.
4. For Training Content 3, managers can choose appropriate modules based on their personal development needs or according to the regulations of the Department of Education and Training and District Education and Training Offices regarding the implementation of this knowledge block each academic year.
5. Primary school managers are not required to comply with the provisions of Circular No. 32/2011/TT-BGDĐT dated August 8, 2011, issued by the Minister of Education and Training on the Regular Training Program for primary school teachers.
Article 6. Forms, materials, and plans for implementing the proN ||| declaration of customs import procedures.gram
a) Training forms: self-study and guided self-study. Concentrated training classes (if any) mainly serve to provide additional guidance from lecturers on new or difficult content, answer questions, guide self-study, and develop leadership and management skills.
2. Training materials:
Managers use training materials compiled by educational institutions responsible for training tasks or may utilize other suitable materials.
3. Implementation plan: based on guidelines from the Ministry of Education and Training, Departments of Education and Training, and District Education and Training Offices, develop a regular training plan for primary school managers to implement.
Article 7. Implementation of the regular training plan
1. Educational institutions responsible for regular training
a) Educational institutions responsible for regular training include universities, academies, and colleges with education management departments, and other educational institutions permitted by the Minister of Education and Training to train and develop education managers under Article 78 of the Education Law (amended and supplemented in 2009).
b) Educational institutions conduct regular training through methods assigned by the Department of Education and Training or through contracts when meeting the requirements for materials related to Training Content 3, facilities, equipment, and lecturers for the regular training of primary school managers.
2. Evaluation and recognition of regular training results
a) The educational management agency leads and collaborates with educational institutions conducting regular training to establish evaluation criteria, organize assessments through tests, research assignments, or written summaries, specialized reports, and classify results into two levels: satisfactory and unsatisfactory.
b) Managers participating in training programs are evaluated, and if they meet the requirements, they will be awarded certificates by the District Education and Training Office and recorded in their annual civil servant or public service personnel files; regular training results are one of the evidences for evaluating managers according to the Principal Standards and implementing other policies for primary school managers.
3. Regular training funding
Regular training funds are budgeted within the annual operating expenses, from national programs on education and training, from support funds of domestic and international programs and projects, from other legitimate sources (if any), or voluntary contributions from participants.
Article 8. Implementation organizationso2. Content that meets the requirements for implementing tasks to develop primary education during specific periods in each locality, including contents on local primary education development; management of curriculum implementation, textbooks, and local educational knowledge; coordination with programs and projects (if any) specified by the provincial education and training departments for each academic year (hereinafter referred to as Mandatory Content 2).
1. Responsibilities of agencies under the Ministry of Education and Training
a) Direct, inspect, examine, and evaluate the work of teacher training for primary school management staff.
b) Regularly organize mid-term and final reviews of the work of teacher training for primary school management staff.
2. Responsibilities of provincial education and training departments
a) Direct the development of annual plans for teacher training for primary school management staff.
b) Contract or assign tasks to educational institutions to carry out the mission of teacher training for primary school management staff.
c) Direct, inspect, examine, and evaluate the work of teacher training for primary school management staff and report results annually to the Ministry of Education and Training (through the Teacher and Educational Institution Management Staff Department) before June 30 each year.
3. Responsibilities of district education and training departments
a) Direct the development and implementation of annual plans for teacher training for primary school management staff according to Clause 2 and Clause 3 of Article 7 of this Circular.
b) Direct, inspect, examine, and evaluate the work of teacher training for primary school management staff and report results annually to the provincial education and training department (as stipulated by the provincial education and training department).
4. Responsibilities of educational institutions
Educational institutions implementing the mission of teacher training as prescribed in Clause 1 of Article 7 of this Circular shall be responsible for coordinating the implementation of activities related to teacher training for primary school management staff and reporting to the higher-level educational management authority as prescribed.
DEPUTY MINISTER
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