Circular No. 29/2013/TT-BLDTBXH on the establishment of programs and the compilation of vocational training textbooks for intermediate and higher vocational levels for national key trades.

CIRCULAR

Regulations on the development of training programs and the compilation of vocational education textbooks for intermediate and college levels for national key trades

trình độ trung cof the Government stipulating functions, tasks, powers, and organizational structure of the Ministry of Home Affairsp, trình độ cao đẳng cho các nghề trọng điểm cấp độ quốc gia

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2. For Circular No. 10/2022/TT-BKHĐT dated June 15, 2022 of the Minister of Planning and Investment detailing the provision of information and the selection of investors on the National Public Procurement Network, it suspends its effectiveness from August 1, 2022 to September 15, 2022.June 2024;Based on 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 the Government's Decree No. 106/2012/NĐ-CP dated December 20, 2012, regarding the functions, tasks, and regulations;onGeneral Department of Political Affairs; organization of the Ministry of Labor - Invalids and Social AffairsiPursuant to the request of the Director General of the Department of Vocational Education;

Pursuant to DecreeNo. Pursuant to the Government's Decree No. 70/2009/NĐ-CP dated August 21, 2009, regarding state management responsibilities for vocational training;

/2013/QĐ-TTgNo. Pursuant to the Prime Minister's Decision No. 630/QĐ-TTg dated May 29, 2012, approving the Strategy for Vocational Training during the period 2011-2020; b) To take the lead or coordinate with relevant agencies and units in developing plans for statistical surveys, using administrative data within the scope of management of the Ministry to collect and compile information under the agricultural and rural development statistical indicator system; dạy nghề thời kỳ 2011 - 2020.

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

The Minister of Labor, Invalids and Social Affairs promulgates this Circular regulating the development of training programs and the compilation of vocational education textbooks for intermediate and college levels for national key trades,

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

This Circular regulates the development of training programs and the compilation of vocational education textbooks for intermediate and college levels for national key trades.

This Circular applies to vocational colleges and intermediate vocational schools that choose to teach national key trades at intermediate and college levels (hereinafter referred to as schools) and other individuals, agencies, organizations related thereto.

Article 2. Interpretation of Terms

In this Circular, the following terms are understood as follows:

1. A vocational training program reflects the vocational training objectives at the intermediate and college levels; meets the requirements of knowledge and skills according to the national occupational skill standards; demonstrates the scope, structure, content, teaching methods, forms of instruction, and assessment methods for each module and subject, as well as the entire teaching process (hereinafter referred to as the program).

2. A vocational training textbook specifies the content of knowledge and skills for each subject and module within the program; students can study, research, and practice based on it to acquire the necessary knowledge and skills as determined in the training program (hereinafter referred to as the textbook).

3. A set of final examination questions consists of theoretical and practical examination questions; each question includes inquiries and requirements for performing tasks that can assess the knowledge and skills of students and trainees as stipulated in the vocational training program for each trade and corresponding level.

4. National key trades are those selected and approved by the Minister of Labor, Invalids and Social Affairs based on proposals from relevant ministries, sectors, and localities.

Article 3. Purpose of developing training programs and compiling vocational education textbooks for intermediate and college levels for national key trades

1. Training programs and vocational education textbooks for national key trades are developed, compiled, and issued to ensure uniformity in teaching and learning at vocational colleges and intermediate vocational schools that have chosen national key trades.

2. Training programs and vocational education textbooks for national key trades may be sold, rented, or lent in accordance with the provisions of the law.

Chapter II

VOCATIONAL TRAINING PROGRAMS

Section 1

REQUIREMENTS, CONTENT, STRUCTURE, AND TIMEFRAME

Article 4. Requirements for developing training programs

1. Ensure the vocational training objectives at the intermediate and college levels as prescribed by the Vocational Training Law 2006 (Law No. 76/2006/QH11, dated November 29, 2006).

2. The trade name must match the trade name specified in the List of National Key Trades at Intermediate and College Levels issued by the Minister of Labor, Invalids and Social Affairs.

3. Knowledge and skills are built according to the training objectives and the framework program; following the national occupational skill standards or knowledge and skill criteria determined based on job analysis and work analysis of the corresponding trade.

4. Determine the content according to sections, subsections, sub-subsections, or titles, subtitles, sub-subtitles that must be included in the teaching process.

5. If possible, specify the teaching method as theoretical, practical, or integrated (between theory and practice), and allocate time for each component skill according to sections, subsections, sub-subsections, or titles, subtitles, sub-subtitles.

6. Ensure scientific, systematic, practical, and flexible characteristics to meet changes in science, technology, and the labor market.

7. Allocate time reasonably between occupational knowledge and skills and the sequence of subjects and modules to achieve the vocational training objectives.

8. Ensure continuity between different vocational training levels while considering continuity with other educational levels in the national education system.

9. Align with advanced vocational training levels in the region and globally.

Article 5. Content and structure of the program

1. The content of the program is defined as follows:

a) Duration of the course;

b) Structure, quantity, duration of modules and subjects;

c) Allocation of time between theoretical and practical components of the modules and subjects;

d) Allocation of time between theoretical and practical components of each lesson/chapter within the modules/subjects; titles, sub-titles/sub-sections, sub-sub-sections in lessons/chapters.

2. The structure of the program is defined as follows:

a) General information (trade name, trade code, level of training, target students; number of modules and subjects; number of final exam questions; certificates upon graduation);

b) Training objectives;

c) Duration of the course and actual study time;

d) List of modules and subjects, time allocation;

đ) Program for each module and subject (including: position, nature, objectives, content, lessons/chapters, titles, sub-titles/sub-sections, sub-sub-sections, implementation conditions; methods, evaluation content; usage guidelines);

e) Set of final exam questions;

g) Guidelines for using the program.

Article 6. Duration of the course and units of time in the program

1. The duration of the course includes study time and time for common activities

a) Study time includes: actual study time and time for end-of-module/end-of-subject examinations, review and final exams. Actual study time is the time when students listen to lectures in class, practical learning time or integrated learning combining theory and practice at the place of practice; actual study time is calculated in hours.

b) Time for common activities includes: opening and closing ceremonies, mid-term and year-end summaries; summer vacation, holiday, labor break, and contingency time.

2. Units of time

a) The duration of the course is calculated in academic years and weeks.

b) One standard hour of practical study is 60 minutes; one standard hour of theoretical study is 45 minutes; one standard hour of integrated study is 45 minutes.

c) A day of practical/integrated study does not exceed 8 standard hours; a day of theoretical study does not exceed 6 standard hours.

d) Each week of study does not exceed 40 hours of practical/integrated study or 30 hours of theoretical study.

Article 7. Duration and time allocation of the course

1. For intermediate vocational level

a) The duration of the course for those with a high school diploma is implemented from one to two academic years depending on the training profession; for those with a junior high school diploma, it includes the time to complete the intermediate vocational program as if they had a high school diploma and the time to complete the high school cultural program as prescribed by the Minister of Education and Training.

b) Time allocation for the course includes study time and time for common activities; study time includes actual study time and time for reviewing and taking end-of-module/end-of-subject examinations and final exams for those with a high school diploma; for those with a junior high school diploma, the time allocation is similar to those with a high school diploma and additional time for completing the high school cultural program as prescribed by the Minister of Education and Training; time allocation is specified in Appendix 1 and Appendix 2 issued together with this Circular.

c) Time allocation between theoretical and practical components in vocational training modules and subjects: theory accounts for 15% - 30%, practice accounts for 70% - 85%.

2. For higher vocational level

a) The duration of the course is implemented from two to three academic years depending on the training profession for those with a high school diploma or equivalent.

b) Time allocation for the course includes study time and time for common activities; study time includes actual study time and time for reviewing and taking end-of-module/end-of-subject examinations and final exams; time allocation is specified in Appendix 3 and Appendix 4 issued together with this Circular.

c) Time allocation between theoretical and practical components in vocational training modules and subjects: theory accounts for 25% - 35%; practice accounts for 65% - 75%.

Article 8. Graduation Examination Question Bank

1. Principles for Compiling the Graduation Examination Question Bank

a) Adhere to the Examination, Inspection, and Graduation Recognition Regulations for Regular Vocational Education Programs issued together with Decision No. 14/2007/QĐ-BLĐTBXH dated May 24, 2007, by the Minister of Labor, Invalids, and Social Affairs.

b) The graduation examination question bank must meet the requirements for assessing and classifying the level of knowledge and skills that vocational learners have accumulated during their study and training period, accurately reflecting the actual level of knowledge and skills of students upon completion of the course.

c) When compiling the graduation examination question bank, close cooperation with enterprises must be ensured to strengthen the connection between enterprises and vocational education institutions, closely aligning with the demand for skilled labor.

d) Ensure scientific rigor, systematic structure, practical applicability, logical coherence, and flexibility to meet changes in technology and the labor market.

đ) Reasonably allocate time among various occupational knowledge and skills and the sequence of implementation for each type of examination.

e) The content of questions in each examination must ensure accuracy and clarity to avoid misunderstandings; use common and consistent terminology throughout the examination and answers; drawings and diagrams must be clear and include all technical specifications.

2. Content of the Graduation Examination Question Bank

a) The content of the question bank should consist of basic, core, and specialized knowledge and skills of the trade within the vocational education program.

b) Each trade's graduation examination question bank for each level of training must include at least 50 theoretical examinations and 50 practical examinations; each theoretical examination should contain from 3 to 5 questions depending on the characteristics of the trade and cover from 3 to 5 modules/subjects in the vocational education program; each practical examination must clearly define essential, basic, core, and advanced skills of the trade to assess the practical ability of students according to the characteristics of the trade and cover from 3 to 5 modules in the vocational education program.

3. Requirements for Compiling the Graduation Examination Question Bank

a) General Requirements for Compiling the Graduation Examination Question Bank

- The language used must be standard Vietnamese; common and consistent terminology throughout the examination. In cases where local dialects or foreign languages must be used, these terms must be enclosed in quotation marks. Questions, exercises, terminology, symbols, and drawings in the examination must be clear and accurate according to current Vietnamese and international standards and use units of measurement based on the International System of Units (SI).

- The content of questions must ensure accuracy and clarity to avoid misunderstandings; drawings and diagrams must be clear and include all technical specifications. The examination content should be compiled and selected from basic and core knowledge and skills of the trade within the established vocational education program, suitable for students at intermediate, advanced, and excellent levels participating in vocational education programs at the secondary and college levels.

- Reasonably allocate time among examination contents regarding occupational knowledge and skills in each examination and according to each level of training.

b) For Theoretical Trade Examinations

- The content of theoretical examinations must reflect from simple to complex levels to evaluate and classify the degree of understanding of knowledge by students at intermediate, advanced, and excellent levels.

- The difficulty and length of each theoretical examination according to the vocational education program must be equivalent.

- Each question and exercise in the theoretical examination must be accompanied by an answer key to check and evaluate the necessary knowledge when performing job tasks.

- Each question and exercise in the theoretical examination must only test and evaluate one required knowledge component when performing job tasks, thus ensuring that the number of questions and examinations compiled for a trade can assess the essential knowledge needed for job tasks.

- Each question and exercise in the theoretical examination must ensure differentiation from other questions and exercises in the same examination.

c) For Practical Trade Examinations

- Each practical examination must clearly define the necessary, basic, and core skills of the trade to evaluate and classify the practical abilities of students trained through vocational education courses.

- Each practical examination must ensure the following contents:

+ The examination requirements must specify: the tasks/work candidates must perform; accompanying technical drawings and instructions; process and sequence requirements; technical quality requirements for products or services;

+ A list of necessary equipment, tools, and raw materials required to complete the examination and for use in scoring;

+ Necessary precautions for candidates and educational institutions organizing the examination to ensure safety, correct procedures, and permitted time.

- Each practical examination must be accompanied by a marking guide, including:

+ The maximum score of the examination and the maximum score of each evaluation category;

+ Evaluation procedures and guidance using the deduction method;

+ Cases where points cannot be awarded, results not recognized, or examinations terminated.

- Each practical examination must assess essential skills required for job tasks.

- Each practical examination must be compatible with currently prevalent technology and production techniques and the vocational education program used for teaching students.

- Practical trade examinations must facilitate the organization of graduation examinations at schools.

Section 2

PROCEDURE FOR BUILDING AND REVIEWING VOCATIONAL EDUCATION PROGRAMS

Article 9. Program development process

1. Preparation.

a) Establish the program construction steering committee.

b) Draft the comprehensive and detailed outline and sign the program construction contract.

c) Train methods and procedures for constructing programs for members of the vocational training program construction steering committee.

2. Designing the program

a) Determine tasks at each level of vocational training (including knowledge and skills) based on skill levels and vocational training objectives at each level, according to the format specified in Appendix 5 issued together with this Circular.

b) Compile occupational knowledge and skills according to the vocational training level, according to the format specified in Appendix 6 issued together with this Circular.

c) Establish relationships between modules/courses with tasks and jobs; establish a diagram of relationships between modules/courses with each other according to the vocational training level; according to the format specified in Appendices 7 and 8 issued together with this Circular.

d) Design the program structure including: general program; module/course program; final exam question bank.

3. Compiling the program

a) Compile the general program including: general information; training objectives; duration of the course, actual class time; list of modules/courses and allocation of time for each module/course; final exam questions; usage guide; according to the format specified in Appendix 9 issued together with this Circular.

b) Module/course program includes: position, nature; module/course objectives; module/course content (general content and time allocation for each section/chapter within the module/course; detailed content, time allocation, and teaching method for each title/subtitle/topic/subtopic within the section/chapter); conditions for implementing the module/course; assessment content and methods; usage guide; according to the format specified in Appendices 10 and 11 issued together with this Circular.

c) Compile the final exam questions

- Based on the knowledge required to perform job tasks at the vocational training level, allocate the number of questions to be compiled according to the format specified in Appendix 12 issued together with this Circular; compile questions and answers, arrange questions into exam papers according to the format specified in Appendix 13 issued together with this Circular.

- Based on the skills required to perform job tasks at the vocational training level, allocate practical exercises to be compiled according to the format specified in Appendix 12 issued together with this Circular; compile practical exam papers according to the format specified in Appendix 14 issued together with this Circular.

4. Expert consultation workshop for the program

a) Participants include: teachers and lecturers directly involved in teaching the profession, managers, researchers, and technical experts of the profession.

b) The number of participants in the workshop ranges from 15 to 25 people.

5. Revising, editing, and finalizing the draft program

a) Overall revision and editing of the program.

b) Solicit expert opinions on the program (minimum five opinions).

c) Finalize the draft program.

6. Guidance, inspection, and supervision of program development

7. Defending the program

a) Submit the draft to the review board; prepare a summary report on the program development process.

b) Defend the program before the review board.

c) Finalize according to the review board's opinions (if any).

d) Hand over the completed vocational training program to the Vocational Training General Department after finalizing according to the review board's opinions.

Article 10. Establishment of the Steering Committee to develop the program

1. The Steering Committee to develop the program shall be established by the General Director of the Vocational Training General Department based on the proposal of the participating members from ministries, sectors, agencies at the ministerial level, localities, economic groups, state-owned corporations, and vocational schools that have been selected for national key trades or related schools to carry out the task of developing vocational training programs for each trade and each level of training.

2. The Steering Committee

a) The number of members of the Steering Committee shall be either 7 or 9 members, depending on the workload of developing the vocational training program for each trade.

b) The Steering Committee consists of: the chairperson, deputy chairperson, secretary, and committee members.

c) The structure of the Steering Committee includes teachers, lecturers, experts, and experienced managers in the field of the trade.

3. Criteria for the Steering Committee

a) Hold a bachelor's degree or higher.

b) Having at least five years of direct teaching experience or working in the field of the trade.

c) Having a good reputation in teaching and managing vocational training.

4. Responsibilities and authorities of the Steering Committee

a) Being autonomous and responsible for organizing the development of the program.

b) Organizing the development of the program for the assigned trade according to the regulations issued together with this Circular.

c) Directly organizing the implementation or signing contracts with units to carry out activities for developing the program.

d) Being responsible for the content and quality of the assigned trade program; reporting to the Appraisal Board and perfecting the draft; submitting the program to the Vocational Training General Department after being evaluated by the Appraisal Board and meeting the requirements for issuance.

đ) Implementing expenditures and being responsible for the accuracy, legality, and validity of expenditure vouchers according to current regulations.

Article 11. Appraisal Process for Programs

1. Preparation.

a) Establishing the Appraisal Board for the program.

b) Providing training for the Appraisal Board on program appraisal.

c) Developing a plan for program appraisal.

d) Members of the Appraisal Board study the program draft, prepare written comments and evaluations according to the contents and structure of the program, and send them to the Chairman of the Appraisal Board.

đ) The Chairman of the Appraisal Board informs the Steering Committee on the time, place, and main contents that need to be reported to the Appraisal Board (if any).

2. Organization of Program Appraisal

a) The Steering Committee reports on the results of the program development.

b) Each member of the Appraisal Board evaluates the program draft.

c) The Steering Committee explains and incorporates the opinions of each member of the Appraisal Board.

d) The Chairman of the Appraisal Board summarizes and concludes on the program draft.

đ) The Chairman of the Appraisal Board organizes voting to assess the quality of the program according to the criteria and levels of assessment, model format specified in Appendix 17 issued together with this Circular.

e) The Chairman of the Appraisal Board concludes on the quality of the program and determines the form of subsequent appraisal (if any).

g) Drafting the minutes of the Appraisal Board meeting.

h) Reporting the appraisal results and submitting for approval: the Chairman of the Appraisal Board bases on the program draft of the Steering Committee, which has been approved by the Appraisal Board, and prepares a report requesting the General Director of the Vocational Training General Department to consider and decide on approval.

Article 12. Program Review Board

1. The program review board for each trade shall be established by the Director General of the Vocational Training General Department based on the proposal of members to participate from relevant ministries, sectors, agencies at the level of ministries, localities, economic groups, corporations, and related schools to perform the task of reviewing programs for each trade and training levels.

2. Number and structure of the program review board

a) The program review board consists of 7 or 9 members depending on the trade, including: chairman, vice-chairman, secretary, and members.

b) The program review board includes teachers, lecturers, experts, and experienced managers in the field.

3. Criteria for members of the program review board

a) Hold a bachelor's degree or higher.

b) Having at least five years of direct teaching experience or working in the field of the trade.

c) Having a good reputation in teaching and managing vocational training.

4. Functions, tasks, and authorities of the program review board

a) The program review board is a professional advisory organization assisting the Director General of the Vocational Training General Department in program reviews and is responsible to the Director General for the quality of the programs.

b) To review and evaluate programs.

c) To organize program review meetings.

d) To report the results of the review to the Director General of the Vocational Training General Department for consideration and approval.

đ) The dossier of the program review results includes: comments and evaluation forms of each member of the program review board; minutes of all meetings of the board; reports on the process of organizing and the results of the review; proposals requesting the Director General of the Vocational Training General Department to approve the completed draft program.

5. Principles of operation of the program review board

a) The program review board operates under the chairmanship of the board chairman.

b) A meeting of the program review board must have at least two-thirds of the total number of board members, including the chairman and secretary.

c) The program review board operates according to the principle of democratic centralism; each member of the program review board provides comments and evaluations on the draft program; listens to explanations from the module/course head; the program review board organizes voting for evaluation; the chairman concludes.

d) Minutes of the program review board meetings must have signatures of all attending members.

Chapter III

VOCATIONAL TRAINING TEXTBOOKS

Section 1

REQUIREMENTS, CONTENT, STRUCTURE OF TEXTBOOKS

Article 13. Requirements for Compiling Textbooks

1. Compliance with the objectives and content of modules/courses in the program.

2. Ensuring accuracy, systematicity, pedagogical appropriateness; ensuring balance and suitability between textual and visual channels.

3. Knowledge and skills content must meet the objectives of titles, sub-titles/sub-sections in the module/course chapters.

4. Each chapter of the textbook must include questions and exercises; each textbook must have a list of reference materials; reference materials must be reliable and have clear sources.

5. Concise, simple, easy-to-understand presentation; use of consistent and common vocational terms; illustrations and drawings must clarify knowledge and skills.

6. Ensure compatibility with teaching equipment, learning materials, and other teaching aids.

Article 14. Content and Structure of Textbooks

1. The content of textbooks must detail and specify the knowledge, skills, questions, exercises, answers, theoretical and practical time allocations, teaching methods of titles, sub-titles/sub-sections in the module/course chapters of the approved vocational training program.

2. The structure of the module/course textbook includes: general information about the textbook (module/course name, trade name, training level, copyright declaration, introduction, table of contents, etc.); module/course code; position, nature, significance, and role; objectives of the module/course textbook; content of the module/course textbook; chapter names; chapter codes; chapter introductions; chapter objectives; knowledge and skill content of titles, sub-titles/sub-sections in the chapter (including: necessary knowledge and skills to perform work steps, tasks/sub-skills, skills; procedures and methods of performing tasks; drawings, diagrams, exercises, key points to remember); requirements for evaluating learning outcomes at the end of the chapter and module/course. The format of the textbook is specified in Appendices 15 and 16 issued together with this Circular.

Section 2

PROCEDURE FOR COMPILE AND REVIEW TEXTBOOKS

Article 15. Procedure for compiling vocational training textbooks

1. Preparation.

a) Establish the main steering committee for compiling vocational training textbooks (hereinafter referred to as the main steering committee).

b) Establish sub-committees for compiling textbooks for one or several modules/subjects within the vocational training program (hereinafter collectively referred to as sub-committees for compiling).

c) Develop a comprehensive and detailed outline for compiling textbooks and sign a textbook compilation contract.

d) Train the main steering committee and sub-committees on textbook compilation (if applicable).

2. Designing the detailed structure of module/subject textbooks

a) Determine the objectives of headings, subheadings/sections, subsections in the chapters of modules/subjects.

b) Identify core knowledge, distinctive features; structure, type of exercises/products to develop skills aimed at achieving the objectives of headings, subheadings/sections, subsections in the chapters of modules/subjects.

c) Seek expert opinions to unify the contents of the detailed structure.

d) Organize a workshop on designing the detailed structure (with a number of participants ranging from 10 to 20 people).

đ) Summarize and finalize the contents of the detailed structure.

3. Compiling textbooks

a) Study the vocational training program, module/subject programs, and the detailed structure of modules/subjects.

b) Collect and refer to related materials.

c) Soạn thảo các nội dung theo cấu trúc chi tiết của từng giáo trình mô đun hoặc môn học.

c) Compile contents according to the detailed structure of each module/subject textbook.

d) The sub-committee for compiling reports results to the main steering committee.

e) The main steering committee summarizes and finalizes the vocational training textbooks.

4. Expert consultation workshop on vocational training textbooks The number of experts seeking opinions on textbooks shall not exceed 40 people; the composition includes: teachers, lecturers directly involved in teaching, the main steering committee, sub-committees for compiling some modules/subjects of the profession; management staff, researchers, and experts of the profession (each group of modules/subjects has from 3 to 5 people).

5. Revising, editing, and finalizing the draft vocational training textbooks

a) Overall revision and editing of vocational training textbooks.

b) Seek expert opinions on vocational training textbooks (at least 5 opinions).

c) Finalize the draft vocational training textbooks.

6. Guidance, inspection, and supervision of the compilation of vocational training textbooks

7. Defending vocational training textbooks

a) Send the draft textbook to the examination board for textbook review; prepare a summary report on the compilation process and the core contents of the textbook.

b) Defend the textbook before the examination board for textbook review.

c) Finalize the textbook according to the opinions of the examination board for textbook review.

d) Submit the completed vocational training textbook to the General Department of Vocational Training after receiving approval from the examination board for textbook review.

Article 16. Main Steering Committee for Compiling Textbooks

1. Establishment of the main steering committee for each profession by the Director of the General Department of Vocational Training based on proposals for members from relevant Ministries, sectors, agencies equivalent to Ministries, localities, economic groups, state-owned corporations, and related schools to undertake the task of compiling textbooks for each profession and level of training.

2. Composition, number, structure, and criteria for members of the main steering committee

a) The composition of the main steering committee includes: chairperson, vice-chairperson, secretary, and members.

b) The number of members of the main steering committee ranges from 11 to 15 people depending on the profession.

c) Structure: teachers, lecturers, experts, experienced managers in the profession.

d) Criteria: individuals with a bachelor's degree or higher; at least five years of direct teaching and textbook compilation experience; recognized reputation in production, management, teaching, and textbook compilation in their field.

3. Rights and responsibilities of the main steering committee

a) Authorized to establish sub-committees for compiling textbooks for some modules/subjects of the profession to assist the main steering committee in implementing the tasks of compiling textbooks for the assigned profession as stipulated in Articles 13, 14, and 15 of this Circular. Each sub-committee for compiling consists of 3 to 5 experienced teachers and lecturers in the profession.

b) In cases where sub-committees are not established as prescribed in point a of this clause, the main steering committee may enter into contracts with schools or groups of experts (collectively referred to as the contracting unit for textbook compilation); the contracting unit for textbook compilation must have experience and capability in textbook compilation to implement the tasks of compiling textbooks for the assigned profession as stipulated in Articles 13, 14, and 15 of this Circular.

c) Responsibilities and rights of sub-committees for compiling/textbook compilation contracting units are defined by the main steering committee.

d) Organize training or be trained on methods and procedures for members of sub-committees for compiling or belonging to the textbook compilation contracting unit.

đ) Be responsible for the content and quality of vocational training textbooks; report to the examination board for textbook review and finalize the draft; submit the textbook to the General Department of Vocational Training after being evaluated as meeting requirements and recommended for approval by the examination board for textbook review.

e) Implement expenditures and be responsible for the accuracy, reasonableness, and legality of vouchers and retain records in accordance with current regulations.

Article 17. Procedure for reviewing vocational training textbooks

1. Preparation.

a) Establish a review board for vocational training textbooks.

b) Form sub-committees to assist the review board in reviewing one or several modules/subjects within the vocational training program (hereinafter referred to as the assisting sub-committees for review).

c) Train the review board members and assisting sub-committees on textbook review procedures (if applicable).

d) Develop a plan for reviewing textbooks.

đ) Members of the review board and assisting sub-committees study the draft textbooks, prepare written comments and evaluations according to the contents and structure of the textbooks, and submit them to the chairman of the review board.

e) The chairman of the review board informs the head of the main committee about the time and place for organizing the review meeting.

2. Organizing the review of vocational training textbooks

a) The head of the main committee reports on the results of compiling the textbooks.

b) Each member of the review board/assisting sub-committee provides comments and evaluations on the draft textbooks.

c) The head of the main committee/sub-committee responsible for compilation explains and incorporates the opinions of each member of the review board/assisting sub-committee.

d) The chairman of the review board compiles the opinions of each member regarding the draft textbooks for each module/subject.

đ) The chairman of the review board organizes a vote to assess the quality of the textbooks based on the criteria set forth in Appendix 18 attached to this Circular.

e) The chairman of the review board concludes on the quality of each textbook and proposes the form of subsequent review (if necessary).

g) Record the process of organizing the review meeting.

h) Report the results of the review and submit for approval: the chairman of the review board bases the report on the draft textbook of the main committee that has been approved by the review board; gathers the review files and prepares a proposal to request the Director General of the Vocational Training Administration to consider and decide on approval.

Article 18. Review Board for Vocational Training Textbooks

1. Establishment of the review board for vocational training textbooks for each profession by the decision of the Director General of the Vocational Training Administration based on the proposal of the participating members from various Ministries, sectors, agencies at the level of ministries, localities, economic groups, state-owned corporations, and related schools to carry out the task of reviewing textbooks for each profession and each level of training.

2. Composition, number, structure, and qualifications of the review board members

a) The composition of the review board includes: chairman, vice-chairman, secretary, and members.

b) The number of review board members is either nine or eleven, with a full range of expertise in each field of the profession.

c) Structure: teachers, lecturers, experts, experienced managers in the profession.

d) The qualifications of the review board members are those who have a bachelor's degree or higher; at least five years of experience in teaching and compiling textbooks in their profession; and have a reputation in production, management, teaching, and compiling textbooks in their field.

3. Rights and responsibilities of the review board

a) Establish assisting sub-committees for reviewing some modules/subjects of the profession for the review board to implement the review of some assigned textbooks of modules/subjects of the profession according to Article 17 of this Circular. Each assisting sub-committee has three to five members who are experienced teachers or lecturers in teaching the corresponding modules/subjects of the profession.

b) If the review board has sufficient experience, capability, and professional expertise in each field of the profession to review all assigned textbooks of modules/subjects of the profession according to Article 17 of this Circular, it may not establish assisting sub-committees as stipulated in Point a of Clause 3, Article 18 of this Circular.

c) The responsibilities, rights, and tasks of the assisting sub-committees are defined by the review board.

d) Receive training on methods and procedures for reviewing textbooks.

đ) The review board organizes training on methods and procedures for reviewing textbooks for the assisting sub-committees.

4. Functions and duties of the review board

a) The review board is a professional advisory body assisting the Director General of the Vocational Training Administration in reviewing textbooks for each profession.

b) Read and evaluate textbooks; organize reviews; be responsible to the Director General of the Vocational Training Administration for the quality of textbooks.

c) Report the results of the review to the Director General of the Vocational Training Administration for consideration and decision on approval. The review result file includes: individual written comments and evaluation forms of each review board member; written comments and evaluations of the assisting sub-committees (if any); minutes of meetings of the review board; reports on the organization and results of the review; collection of review files and preparation of a proposal to request the Director General of the Vocational Training Administration to consider and decide on approval along with the completed draft textbook.

5. Principles of operation of the review board

a) The review board operates under the chairmanship of the chairman.

b) A session of the review board must ensure the presence of at least two-thirds of the total number of members, including the chairman and secretary.

c) The review board operates on the principle of democratic centralism; heads of assisting sub-committees (if any) report; members of the review board provide comments and evaluations on the draft textbooks; the review board listens to explanations from the main committee; the review board organizes a voting process to evaluate; the chairman concludes.

d) Minutes of the review board meeting must bear the signatures of all attending members.

Chapter IV

IMPLEMENTATION

Article 19. Responsibilities of the Ministry of Labor, Invalids and Social Affairs

1. Guide and inspect the development of vocational training programs and textbooks for national priority trades.

2. Delegate to the Director General of the Vocational Training Administration to lead and coordinate with ministries, ministerial-level agencies, localities, and related units to organize the development, supplementation, examination, and approval of vocational training programs and textbooks for national priority trades.

Article 20. Responsibilities of Ministries, Ministerial-Level Agencies, Government Agencies, Political-Social Organizations, and Provincial People's Committees

Lead or coordinate with the Ministry of Labor, Invalids and Social Affairs to inspect and supervise the implementation of approved vocational training programs and textbooks for national priority trades.

Article 21. Implementation clause

1. This Circular takes effect from December 7, 2013.

2. Ministries, ministerial-level agencies, government agencies, political-social organizations, provincial people's committees, the Vocational Training Administration, provincial labor, invalids and social affairs departments, selected schools teaching national priority trades, and related units are responsible for implementing this Circular./.