Circular No. 29/2018/TT-BGDĐT stipulates the minimum volume of knowledge, requirements for capabilities that students achieve upon graduation at the intermediate and higher vocational levels in teacher training fields; the procedures for developing, reviewing, and promulgating training programs at the intermediate and higher vocational levels in teacher training fields.

CIRCULAR

Article 24stipulates the minimum volume of knowledgedevelopmentand requirements for competence that learners achieve upon graduationNo.at the secondary vocational level, college level,shallin teacher training programs; procedures for developing, reviewing, and promulgating training programsrime Minister cat the secondary vocational level and college level for teacher training programs;based on the Education Law dated June 14, 2005; the Law Amending and Supplementing Certain Articles of the Education Law dated November 25, 2009;June 2024;The Minister of Education and Training issues this Circular stipulating the minimum volume of knowledge and requirements for competence that learners achieve upon graduation at the secondary vocational level and college level in teacher training programs; procedures for developing, reviewing, and promulgating training programs at the secondary vocational level and college level for teacher training programs.

This Circular stipulates the minimum volume of knowledge and requirements for competence that learners achieve upon graduation at the secondary vocational level and college level in teacher training programs; procedures for developing, reviewing, and promulgating training programs at the secondary vocational level and college level for teacher training programs.

Based on Decree No. 15/2019/NĐ-CP dated February 1, 2019 of the Government detailing certain provisions and implementation measures of the Vocational Education Law;

Pursuant to Decree No. 69/2017/NĐ-CP dated May 25, 2017 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

At the proposal of the Director of the Department of Higher Education,

This Circular applies to higher education institutions, colleges, and secondary vocational schools that have registered to provide training at the secondary vocational level and college level in teacher training programs (hereinafter referred to as teacher training institutions) and related organizations and individuals.

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation

Credit

Article 2. Applicability

is a unit used to measure the volume of knowledge, skills, and learning outcomes accumulated over a specific period of time.

Article 3. Explanation of Terms

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

1. is a system of theoretical and practical knowledge designed in sync with teaching methods, learning methods, and assessment methods to ensure learners accumulate knowledge and achieve necessary competencies for the secondary vocational level and college level in teacher training programs according to each training program. Graduation Standards

2. Training Program are the minimum requirements for knowledge, skills, self-management capabilities, and responsibility that learners achieve upon completing the training program, committed to by the teacher training institution with learners, society, and publicly announced along with the conditions to ensure implementation.

3. Minimum Volume of Knowledge is the total amount of study, knowledge blocks, contents within each knowledge block, and specific amounts of study that learners must accumulate when completing the training program according to each training program at the secondary vocational level and college level in teacher training programs.

4. Competence Achieved by Learners Upon Graduation is the ability to work individually and in teams in teaching and educational activities corresponding to the level and training program based on teachers' knowledge, skills, attitudes, sense of responsibility, proactive creativity in solving related issues, adherence to ethical principles of teachers, and passion for the profession.

5. Self-Management Capabilities and Responsibility is the ability to apply learned knowledge and skills in organizing and implementing a task and individual responsibility towards the group and community.

6. MINIMUM VOLUME OF KNOWLEDGE AND REQUIREMENTS FOR COMPETENCE THAT LEARNERS ACHIEVE UPON GRADUATION AT THE SECONDARY VOCATIONAL LEVEL AND COLLEGE LEVEL IN TEACHER TRAINING PROGRAMS is the ability to apply knowledge and skills acquired in organizing and performing a task and the individual's responsibility towards the group and the community.

Chapter II

MINIMUM AMOUNT OF KNOWLEDGE AND REQUIREMENTS FOR CAPABILITIES THAT A STUDENT ACQUIRES UPON GRADUATION AT THE COLLEGE LEVEL AND BACHELOR'S DEGREE LEVEL IN TEACHER TRAINING MAJORS

Article 4. Minimum volume of knowledge

1. Intermediate level

a) The minimum volume of knowledge is 35 credits for entrants holding a high school graduation certificate, excluding the number of credits for Physical Education and National Defense - Security Education courses;

b) The theoretical knowledge and practical skills must ensure that theory accounts for 55% to 60%, and practice accounts for 40% to 45%.

2. College level

a) The minimum volume of knowledge is 60 credits for entrants holding a high school graduation certificate, excluding the number of credits for Physical Education and National Defense - Security Education courses;

b) The theoretical knowledge and practical skills must ensure that theory accounts for 60% to 65%, and practice accounts for 35% to 40%.

Article 5. Requirements for capabilities achieved upon graduation at the intermediate and college levels in teacher training programs

1. General Requirements

a) Possess a love for the country, a firm political stance; strictly implement the Party's policies and the State's laws; have a sense of responsibility towards the education cause and civic responsibility towards social issues, actively participate in community development;

b) Have good moral character; possess standard teaching conduct, honesty in profession and life; lead a healthy, civilized lifestyle, scientific, serious, and standard working style in relations with colleagues and students;

c) Have theoretical political knowledge and national defense - security knowledge according to current regulations; have language proficiency and information technology skills meeting the requirements for teaching, educational activities, research, and further professional development;

2. Intermediate level

a) Knowledge

Possess basic theoretical and practical knowledge about the professional and pedagogical field within the scope of teacher training programs; have basic knowledge about politics, culture, society, and law to meet the requirements of teaching and educational work and related social activities; continuously develop professional knowledge and skills and have the ability to pursue higher education;

b) Skills

Possess cognitive skills and teaching and educational task execution skills; apply existing knowledge and skills to solve problems by selecting and applying fundamental methods, tools, materials, and information; have effective communication and information dissemination skills to convey knowledge, information, ideas, and solutions to students in schools and workplaces; critique and utilize alternative solutions; evaluate the quality and outcomes of teaching and educational tasks and other assigned tasks of team members;

c) Self-reliance and responsibility

Possess the ability to work independently under changing conditions, take personal responsibility, and partial responsibility for the team; guide and supervise others in performing assigned teaching and educational tasks; evaluate the performance and outcomes of team tasks;

3. College level

a) Knowledge

Possess in-depth theoretical and practical knowledge about the professional and pedagogical field within the scope of teacher training programs and the education sector; have basic knowledge about politics, culture, society, and law to meet the requirements of teaching and educational work and related social activities in the education sector; have practical knowledge about management, planning principles and methods, implementation, supervision, and evaluation processes in teaching and education; continuously develop professional knowledge and skills and have the ability to pursue higher education;

b) Skills

Possess cognitive and creative thinking skills to identify, analyze, and evaluate information within a broad scope; have the necessary capability to solve most complex tasks in teaching and education; have effective communication and information dissemination skills to convey knowledge, information, ideas, and solutions to students in schools and workplaces; have the ability to critique and utilize alternative solutions; evaluate the quality and outcomes of teaching and educational tasks and other assigned tasks of team members; have the ability to innovate and apply modern science and technology in teaching, education, and research; have the ability to successfully complete research projects and transfer research results in teacher training and development; publish research results and learning materials for training and development purposes;

c) Self-reliance and responsibility

Possess the ability to work independently or in teams, solve complex tasks under changing conditions; guide and supervise others in performing assigned professional and vocational tasks; take personal responsibility and responsibility for the team; evaluate the quality of teaching and educational activities after completion and the outcomes of team members' tasks.

Article 6. Content specifying the minimum amount of knowledge and requirements for competence that students must achieve upon graduation at the intermediate and college levels in teacher training fields, by each training field.

The content regarding the minimum amount of knowledge and requirements for competence that students must achieve upon graduation at the intermediate and college levels in teacher training fields for each training field includes the following:

1. Name of the training field.

2. Level of training.

3. Training target.

4. Requirements for the standard output including knowledge, skills, self-management capacity, and personal responsibility in applying knowledge and skills to perform professional tasks.

5. Framework of minimum knowledge and skills including blocks of knowledge and skills: general knowledge and skills block; basic knowledge and skills block; specialized knowledge and skills block; pedagogical vocational knowledge and skills block, and other related educational contents. In which, specific contents within each block of knowledge and skills and the study load requirements for each content are defined.

6. Job positions for graduates after graduation.

7. Capacity for further education and upgrading qualifications after graduation.

8. Programs, materials, national and international standards that can be referred to.

Chapter III

PROCEDURE FOR BUILDING, REVIEWING AND ISSUING TRAINING PROGRAMS AT THE INTERMEDIATE AND COLLEGE LEVELS IN TEACHER TRAINING FIELDS

Article 7. Procedure for building training programs

1. The head of the teacher training institution issues a decision to establish the Program Building Council (hereinafter referred to as the Program Building Council); Members participating in the Program Building Council are those who understand the training field and have the ability to build and develop training programs, including: representatives from relevant specialized units, representatives from the training department, some teachers or lecturers in the correct training field, some scientists and education experts, and other members required by the training field and representatives from some labor-using agencies and units in the training field.

2. The head of the teacher training institution decides on the criteria, number of participants in the Program Building Council, and organizes the construction of training programs at the intermediate and college levels in teacher training fields for each training field in accordance with the current minimum amount of knowledge and requirements for competence that students must achieve upon graduation at the intermediate and college levels in teacher training fields issued by the Ministry of Education and Training.

3. The procedure for building training programs includes the following steps:

a) Researching and surveying practical needs of the field, training level, characteristics of the working environment, main tasks and activities of graduates after graduation, job positions, and occupational standards of teachers;

b) Determining the competencies needed to complete main tasks, jobs, and activities that graduates must undertake after graduation according to their job positions and occupational standards of teachers;

c) Designing and establishing the goals and output standards of the training program;

d) Determining the structure, content, and volume of knowledge and skills of the training program to ensure the goals and output standards, while referring to and comparing similar training programs at the same level and field both domestically and internationally to perfect the draft training program;

đ) Designing detailed course programs according to the established training program;

e) Organizing to collect feedback from managers, scientists, experts, lecturers, teachers, organizations, units, individuals recruiting and using teachers, and former students about the draft training program;

g) Editing and finalizing the draft training program based on studying and incorporating feedback from all parties involved and submitting it to the Review Council established in accordance with Clause 1, Article 8 of this Circular for review;

h) Reporting the process and draft training program at the meeting of the Review Council, explaining and incorporating the opinions of the Review Council to perfect the draft training program until it is approved and agreed upon by the Review Council, and then submitted to the head of the teacher training institution for issuance in accordance with Clauses 4 and 5, Article 8 of this Circular;

i) Evaluating and updating regularly the content of subject courses and teaching methods based on new advancements in the specialized field and labor usage requirements.

Article 8. Procedure for reviewing and promulgating training programs

1. The head of the teacher training institution shall issue a decision to establish the Review Board for the training program at the intermediate level and higher education level for teacher training majors, according to each level and each major (hereinafter referred to collectively as the Review Board). The number, criteria, and structure of the Review Board for the training program are stipulated as follows:

a) The number of members of the Review Board for each level and each major must be an odd number and have at least five members. Members of the Review Board must have a master's degree or higher in the relevant field/specialization of the training program under review; among them, there must be at least one person representing labor units after graduation. Members of the Review Board who participate in drafting the program do not join the Review Board. It is encouraged that teacher training institutions invite reputable lecturers from domestic and foreign higher education institutions to participate in the Review Board for the program.

b) The Review Board consists of: Chairperson, Secretary, and several members, including two opposing members from different training institutions. The teacher training institution with the program under review does not participate or only nominates one person to join the Review Board.

2. The Review Board bases its work on the current regulations of the training regime for the corresponding level of training; stipulates the minimum volume of knowledge and requirements for capabilities that students achieve upon graduating from the intermediate level and higher education level for teacher training majors; and current regulations on training programs; objectives and requirements of the major or specialization; output standards, content, methods, and conditions for implementing the program; criteria for evaluating the program to review the training program.

3. The Review Board operates under the principle of democratic centralism under the chairmanship of the Chairperson; each member of the Review Board comments and evaluates the draft program; listens to explanations from the Drafting Board; the Review Board organizes voting to evaluate; the Chairperson concludes; meetings of the Review Board must ensure at least two-thirds of the total number of Review Board members, including the Chairperson and Secretary; the minutes of the Review Board meeting must have signatures of all participating members.

4. The procedure for reviewing the training program includes the following steps:

a) The Drafting Board reports on the process and drafts the training program at the intermediate level and higher education level for teacher training majors according to each major;

b) Members of the Review Board comment and evaluate the draft training program;

c) The Drafting Board responds to and incorporates the opinions of each member of the Review Board;

d) The Chairperson of the Review Board summarizes the comments and evaluations and makes an initial conclusion about the draft training program;

đ) The Chairperson of the Review Board organizes a vote to evaluate the draft training program based on the evaluation criteria and levels as prescribed;

e) The Chairperson of the Review Board concludes on the quality of the draft training program at the intermediate level and higher education level for teacher training majors according to each major and proposes the form of subsequent review (if necessary);

g) The Review Board prepares minutes and approves the minutes of the Review Board meeting, in which the Review Board must conclude clearly on one of the following contents: The Review Board approves the training program without need for revision or supplementation, or the Review Board approves the training program but requires revisions and supplements and specifies the specific content that needs to be revised or supplemented, or the Review Board does not approve the training program and states the reasons for non-approval.

5. The head of the teacher training institution signs the decision to promulgate the training program completed by the Drafting Board and approved by the Review Board; publicly announces the training program, objectives, and output standards of the training program, and the conditions for ensuring implementation on the website of the training institution.

Article 9. Procedure for updating and organizing the evaluation of training programs

1. The procedure for updating and evaluating training programs includes the following steps:

a) Drafting plans to update and evaluate training programs;

b) Collecting information and evidence related to the necessity of updating training programs (changes in state regulations and training institution regulations on training programs; new advancements in scientific fields relevant to the industry or specialty; economic and social issues, research results related to training programs; feedback from stakeholders; changes in course components, subjects, or specialized content...);

c) Evaluating and preparing a report on the effectiveness of the currently implemented training program (compliance with established standards and objectives; consistency and integration between program content, assessment methods, learning materials, and teaching resources...); comparing research findings on training program development requirements with the current training program's level of compliance; anticipating the impact of changing and updating the training program;

d) Drafting contents that need to be revised and updated in the training program and submitting them to the Scientific and Training Council for review and approval;

đ) The Scientific and Training Council reviews and approves the revised and updated training program contents and submits the revised and supplemented training program to the head of the teacher training institution for issuance. If necessary, the Scientific and Training Council decides to have the revised and supplemented training program reviewed according to Article 8 of this Circular;

2. Organizing the evaluation of training programs

a) At least once every two years, the head of the teacher training institution must organize the evaluation of training programs in accordance with points a, b, c, and d of Clause 1 of this Article. The drafting of contents that need to be revised and updated in the training program shall be carried out in accordance with Article 7 of this Circular;

b) The head of the teacher training institution signs the decision to issue and publicly announce the updated and supplemented training program on the institution's electronic information website after the training program has been evaluated according to Clause 1 of this Article;

Chapter IV

IMPLEMENTATION

Article 10. Implementation Organization

1. The Ministry of Education and Training is responsible for organizing inspections and audits of the implementation of the provisions of this Circular at teacher training institutions;

2. The head of the teacher training institution is responsible for organizing reviews and evaluations of the current training programs and organizing the construction, review, and issuance of intermediate vocational and college-level training programs for teacher education groups according to the provisions of this Circular;

3. Teacher training institutions are responsible for internal inspections and audits and self-evaluations of the organization and implementation of minimum knowledge volume requirements and capabilities that students achieve upon graduation from intermediate vocational and college-level teacher education groups, procedures for constructing, reviewing, and issuing intermediate vocational and college-level teacher education group training programs according to the provisions of this Circular;

Article 11. Effective Date

1. This Circular takes effect from February 9, 2019;

2. This Circular replaces Circular No. 16/2010/TT-BGDĐT dated June 28, 2010, issued by the Minister of Education and Training regarding the Intermediate Vocational Program Framework;

3. The Director of the Office, the Deputy Minister of Higher Education, heads of units related to the Ministry of Education and Training; heads of teacher training institutions and relevant agencies, organizations, and individuals are responsible for implementing this Circular./.