Decision No. 3008/CT-BGDĐT on key tasks of preschool education, general education, continuing education, and vocational education for the 2014-2015 academic year.

DIRECTIVE

ON THE KEY TASKS OF EARLY CHILDHOOD EDUCATION, GENERAL EDUCATION, CONTINUOUS EDUCATION AND VOCATIONAL EDUCATION FOR THE 2014-2015 SCHOOL YEAR

Pursuant to the Directives, Resolutions, and Decisions of the Party, National Assembly, Government, and Prime Minister;

Considering the actual situation of the education sector, the Minister of Education and Training issues the following Directive:

For the 2014-2015 school year, the entire sector will focus on implementing the Action Plan for the Resolution No. 29-NQ/TW on "fundamental and comprehensive educational reform to meet the requirements of industrialization, modernization under socialist-oriented market economy conditions and international integration," focusing on four key groups of tasks as follows:

1. On Educational Management and Training Work

Strengthening the review, supplementation, and issuance of a synchronized system of management documents from central to local levels; implementing forecasting, planning, and development of education and training to meet social human resource needs.

Continuing to implement decentralization of state management over education as prescribed by the Government; synchronously and effectively implementing autonomy and social responsibility of educational institutions.

Enhancing inspection and supervision work at all levels of education; improving the effectiveness of internal inspection and supervision activities of educational institutions. Strengthening state management inspection and supervision over education and training, strictly handling violations and publicly announcing them before public opinion.

Building and developing a unified management data system throughout the sector. Increasing the application of information technology in management and organizing educational activities.

Proactively reporting, proposing, and advising party committees and governments at all levels, coordinating with political and social organizations to build a green, clean, and beautiful teaching environment both inside and outside schools, eliminating negative phenomena that cause public dissatisfaction; ensuring school security and order; preventing crime, violence, and social evils among students.

2. On Organizing Educational Activities

2.1. Common Tasks of All Levels of Education

Continuing to implement learning and practicing the moral example of President Ho Chi Minh, educating and nurturing responsibility awareness, capability, and efficiency in work for the teaching staff and educational managers; educating morality, lifestyle, and life skills for students in conjunction with incorporating the contents of campaigns and competitive movements within the sector into regular activities of each unit and educational institution.

Strengthening the implementation of universal early childhood education for five-year-olds, consolidating the results of universal primary and junior secondary education, implementing illiteracy eradication, and enhancing the quality of universal education; strengthening guidance and counseling on career orientation and vocational guidance in general schools; diversifying learning methods to meet the need for increased knowledge and lifelong learning opportunities for citizens.

Implementing comprehensive measures to improve the overall quality of education at all levels, particularly in ethnic education and education in difficult areas.

Fully and promptly implementing preferential policies for students from social policy groups, students in mountainous regions, and special economic and social difficulties areas.

Timely disseminating information and communicating policies and solutions in management and educational reform. Reforming commendation and reward work linked to the effectiveness of organizing educational activities; enhancing the quality of legal education dissemination in schools.

2.2. Early Childhood Education

Strengthening conditions to enhance the quality of early childhood education and care for children at early childhood education facilities; implementing programs to guide care and education for children at home and in the community.

Strengthening preparation of Vietnamese language for preschool children in ethnic minority areas, supporting the implementation of the early childhood education program in difficult areas.

Strengthening management of private early childhood education facilities, independent and private kindergartens in concentrated industrial zones.

2.3. General Education

Continuing to comprehensively implement measures to reform general education according to the goal of developing student capabilities and qualities; enhancing foreign language and computer skills; training the ability to apply knowledge in practice; developing creative and self-study abilities. Continuing to implement reforms in teaching and learning methods linked to changes in examination and assessment forms and methods towards assessing student capabilities; combining process-based evaluation with end-of-term and end-of-year evaluations.

Directing and guiding general education schools to proactively develop and implement educational activity plans for the school year based on the curriculum of their level, meeting requirements and adapting to specific local conditions.

Organizing nationwide assessments of general education quality and in areas with suitable conditions to propose appropriate policies and solutions to improve educational quality.

Continuing to direct and implement effective foreign language teaching and learning. Continuing to expand the implementation of the New Vietnamese School Model (VNEN) at the primary level; piloting the New Vietnamese School Model at the junior secondary level. Expanding the application of first-grade Vietnamese language teaching using the Education Technology materials suitable for local conditions;

Synchronously reforming teaching, learning, and student assessment methods; expanding the organization of two daily sessions of classes at all levels of general education, especially at the primary level. Widely promoting and enhancing the effectiveness of science and technology competitions for high school students and teaching through heritage.

2.4. Continuous Education

Continuing to effectively implement the Project on Building a Learning Society for the 2012-2020 period and the Illiteracy Eradication Project until 2020.

Reorganize the county-level continuing education centers, comprehensive vocational training centers, and vocational training centers towards reducing management levels but not implementing simultaneously and extensively, but rather carefully and appropriately according to the specific characteristics and circumstances of each locality; diversify educational and training programs at these centers, focusing on short-term training programs for civil servants, public officials, employees, and workers.

Strengthen the operational model of community learning centers by combining them with cultural and sports centers at the commune level to help these centers operate effectively and sustainably.

2.5. Vocational Education

Expand the scale and diversify trades and training forms while ensuring training quality, aligning with the human resource supply capacity of training institutions and the human resource development planning of ministries, sectors, and localities.

Direct vocational secondary training institutions to reform their training programs; vigorously innovate teaching methods and assessment of learning outcomes towards developing students' capabilities to enhance training effectiveness; combine supplementary cultural education programs with vocational secondary training and collaborate with general schools to implement career guidance and vocational skills training to significantly change the post-secondary school student分流后，以下是剩余部分的翻译：

Vigorously train according to social needs, cooperate with enterprises and international cooperation in vocational education.

3. Regarding the development of the teaching staff and educational management personnel team

Organize for the teaching staff and educational management personnel to thoroughly understand the Party and Government's policies on comprehensively and fundamentally reforming education and training so that each teacher and educational manager can have correct understanding and take practical actions to implement the reform activities of the sector.

Continue to direct, guide, and inspect the work of enhancing the capabilities of the teaching staff and educational management personnel in implementing the reform of teaching content, methods, and examination and evaluation.

Study to shift the focus of teacher and educational management personnel performance evaluations from emphasizing academic qualifications to emphasizing capabilities, work results, reputation among colleagues, students, and parents.

Continue to implement the planning for the development of the teaching staff and educational management personnel team. Focus on directing and implementing reforms in the goals, contents, methods, and forms of training and enhancement of teachers and educational managers in normal schools to improve the quality of training and enhancement. Develop plans and organize training and retraining of secondary school teachers to meet the requirements of implementing the new general education program in 2016.

Fully and promptly implement systems and policies for teachers and educational management personnel, especially those working in ethnic minority areas, mountainous regions, islands, and economically and socially extremely difficult areas, and policies for kindergarten teachers. Continue to study and propose policies for teacher training institutions, the teaching staff, and students majoring in education.

4. Regarding increasing investment resources and financial mechanism innovation in education

Continue to implement financial mechanism innovation in education; use and manage investment funds for education effectively; promote the socialization of education. Provinces and cities should prioritize budget allocation for education and training in their economic and social development programs, prioritizing resources to ensure the quality of preschool education for five-year-olds; pay attention to developing education in mountainous, island, remote, and ethnic minority areas.

Continue to invest in physical infrastructure, teaching equipment, learning materials, and information technology infrastructure for educational institutions to meet the requirements of educational reform.

Implement the integration of construction investment funds with the establishment of national standard schools, contributing to the goal of building new rural areas. Direct the organization to review and purchase additional books and teaching equipment, ensuring the effective use of existing books and equipment and purchasing new ones; continue to implement the movement of making teaching aids at schools.

Organize reviews and adjustments to the network planning of schools and the education and training development plan for the 2016-2020 period in accordance with the actual situation of the locality. Ensure sufficient land according to the approved land use plan, suitable for modern school construction and achieving national standards.

Effectively implement the Programs and Projects on education and training according to the approved objectives and timelines.

To effectively implement the key tasks mentioned above, the Minister of Education and Training requires:

Directors of Provincial Departments of Education and Training, based on the actual situation of their localities, actively advise the Provincial Party Committee, People's Council, and People's Committee to develop Implementation Plans for the Action Program on Educational Reform, issue Instructions on key tasks for the 2014-2015 academic year, proactively mobilize and coordinate with relevant departments and organizations at the local level to create favorable conditions for the education sector to fulfill its tasks, direct, inspect, and urge District Departments of Education and Training and educational institutions in the province/city to effectively perform their tasks for the 2014-2015 academic year.

Heads of units under the Ministry of Education and Training shall organize guidance, inspection, and urging local educational management levels to effectively perform key tasks for the academic year; report, reflect the situation, and propose solutions to address issues arising during implementation.

This Directive is disseminated to cadres, civil servants, and employees at all levels of educational management, and teachers at pre-school, general, continuing, and vocational education institutions for thorough understanding and implementation./.