Decision No. 31/1998/QĐ-BGD on the issuance of the Regulations for teacher training practice schools for preschool, primary, and secondary teacher training institutions.

Pursuant to …;

Concerning the issuance of the Rules on Model Teacher Training Schools for preschool teacher training institutions, primary schools, and lower secondary schools,

primary and secondary schools

MINISTER OF EDUCATION AND TRAINING

Pursuant to Government Decree No. 43/2000/NĐ-CP dated August 30, 2000 detailing and guiding the implementation of certain provisions of the Education Law;

Pursuant to Decree No. 15/CP dated March 2, 1993 of the Government on the tasks, powers, and responsibilities for state management of Ministries and ministerial-level agencies;

Pursuant to Circular No. 266/TCCP-TC dated November 27, 1997 of the Government Organizational and Cadre Affairs Board regarding "agreement on issuing the Rules on Model Teacher Training Schools";

Pursuant to Circulars No. 311 TC/HCSN dated February 11, 1998 and No. 955 TC/HCSN dated March 31, 1998 of the Ministry of Finance regarding "participation in the Rules on Model Teacher Training Schools";

Pursuant to the proposal of the Director of the Teachers Department and the Director of the Organizational and Cadre Affairs Department;

DECISION:

Article 1.- The attached Decision promulgates the "Rules on Model Teacher Training Schools" for preschool teacher training institutions, primary schools, and lower secondary schools.

Article 2.- This Decision shall take effect fifteen days after its signing. All previous provisions contrary to this Decision shall be abolished.

Article 3.- The Heads of the Office, Directors of the Teachers Department, Directors of the Organizational and Cadre Affairs Department, Directors of the Planning and Finance Department, Heads of units under the Ministry, Directors of Departments of Education and Training, and Principals of preschool teacher training institutions, primary schools, and lower secondary schools shall be responsible for implementing this Decision.

REGULATIONS

MODEL TEACHER TRAINING SCHOOLS FOR PRESCHOOL, PRIMARY, AND LOWER SECONDARY SCHOOLS

(Issued pursuant to Decision No. 31/1998/QĐ-BGD&ĐT dated May 20, 1998 of the Minister of Education and Training)

PART I
GENERAL PROVISIONS

Article 1.- Model Teacher Training Schools for preschool, primary, and lower secondary schools include preschools, primary schools, and lower secondary schools within the national education system that fulfill both the functions of a school implementing teaching and learning tasks according to assigned plans and serving as a practical training base for teacher training institutions to create a pedagogical environment contributing to the formation of teachers' personalities and teaching methods.

Article 2.- Each teacher training institution must have a model teacher training school in accordance with the provisions of Article 14 or Article 15 of these rules, consistent with the training and development tasks for teachers at various levels of education.

Article 3.- Model Teacher Training Schools must meet the following conditions:

1. Being a leading and key school in the locality;

2. Having a competent management team, a synchronized teaching staff with pedagogical experience;

3. Having facilities and equipment ensuring teaching and learning activities of the school and practical training activities for student teachers;

4. Having a scale and level of education appropriate to the requirements of practical training for teacher training institutions;

5. Having a convenient location for student teachers to frequently engage in practical training.

PART II

ORGANIZATION OF TEACHING AND LEARNING ACTIVITIES, EDUCATION, PRACTICAL TRAINING, RESEARCH, AND SCIENTIFIC EXPERIMENTATION IN MODEL TEACHER TRAINING SCHOOLS
Teaching and learning activities in Model Teacher Training Schools are carried out in accordance with regulations of the Ministry of Education and Training and the Departments of Education and Training concerning objectives, plans, curricula, contents, teaching methods, and educational assessment at each level of education.

Article 4.- Practical training activities, research, and scientific experimentation in Model Teacher Training Schools are jointly developed and implemented by teacher training institutions and Model Teacher Training Schools based on approved annual plans. Model Teacher Training Schools are responsible for closely coordinating with teacher training institutions to organize, guide, evaluate, and provide feedback on student teachers' practical training activities according to planned schedules; participating in research and scientific experimentation activities to support teacher training and development programs.

Article 5.- Practical training activities of student teachers include:

Article 6.- 1. Understanding the educational objects and environment of general education schools and kindergartens;

2. Observing and understanding teaching and learning activities in different classes of general education schools and kindergartens (education and care for kindergartens);

3. Understanding and practicing the preparation stages for teaching and education by teachers in general education schools and kindergartens;

4. Attending some exemplary teaching and educational activities conducted by teachers in general education schools and kindergartens;

5. Practicing selected teaching and educational activities.

Research and scientific experimentation activities in Model Teacher Training Schools include:

Article 7.- 1. Jointly conducting educational science research projects with teacher training institutions;

2. Applying experiences and experimenting with innovative ideas and scientific conclusions from educational science research;

3. Proposing suggestions to improve the quality of teacher training and enhance the organization of the training process in teacher training institutions.

TEACHERS GUIDING PRACTICAL TRAINING

CHAPTER III
Teachers guiding practical training are those teachers who:

Article 8.- 1. Possess good political qualities, ethics, and work style; have solid professional expertise; and have the ability to guide student teachers in practical training;

2. Must have reached the standard level of education as prescribed for each level of education;

3. Must thoroughly understand the objectives, plans, and curricula of the entire level of education;

4. Must have at least three years of work experience.

In addition to the duties of teachers as specified in relevant state regulations for each level of education, teachers guiding practical training also have the following responsibilities:

Article 9.- 1. Fully and strictly perform the duties of a teacher guiding student teachers in practical training according to the schedule assigned by the school principal:

a. Guide the understanding of educational objects and the pedagogical environment;

b. Guide observation of teaching and learning hours (education and care for kindergartens);

c. Conduct exemplary teaching and educational activities (education and care for kindergartens);

d. Guide observation and practice of extracurricular activities, professional activities, class management, and youth group leadership;

2. Participate in researching scientific topics, applying experiences, and experimenting with innovative ideas and scientific conclusions related to practical training;

3. Propose suggestions to consolidate and improve the quality of teacher training and enhance the training methods and content of teacher training institutions;

4. Evaluate the results of practical training for student teachers within their scope of responsibility;

5. Recommend and propose to competent authorities on issues related to practical training.

Teachers guiding practical training enjoy the following benefits:

Article 10.- The teacher trainees shall enjoy the following benefits:

1. Be entitled to prioritize the use of textbooks, materials, equipment, and teaching aids (toys for kindergartens) from teacher training schools and normal schools for practical pedagogical guidance work;

2. Be entitled to participate in specialized and vocational courses organized by normal schools, Departments of Education and Training, and the Ministry of Education and Training aimed at enhancing practical pedagogical skills; be given priority in selection for further study and training to improve qualifications;

3. Be entitled to collaborate with normal schools in research and experimental scientific activities related to practical pedagogical topics and general educational science, and enjoy benefits according to regulations stipulated for such projects;

4. The hours spent on practical pedagogical guidance activities (converted hours as prescribed in Article 11 of this regulation) shall be added to regular teaching hours to calculate the total teaching hours for practical pedagogical guidance teachers. If the teaching hours exceed the standard quota, the excess hours shall be compensated according to current regulations;

5. Practical pedagogical guidance teachers who perform well shall enjoy incentives and rewards according to current regulations of the Ministry of Education and Training and local authorities: recognition as excellent teachers, outstanding practical pedagogical guidance teachers...

Article 11.- Conversion of hours for practical pedagogical guidance by teachers is as follows:

1. Hours demonstrating teaching and educational skills as prescribed in teacher training programs of the Ministry of Education and Training (reading, speaking, listening, writing, class management, educational object investigation, lesson planning, preparing lesson plans, making teaching aids...) shall be calculated at a factor of 1.2 compared to regular secondary school classes (morning sessions for primary schools; days for kindergartens);

2. Hours of model teaching and organizing model activities as prescribed in teacher training programs of the Ministry of Education and Training shall be calculated at a factor of 1.5 compared to regular secondary school classes (morning sessions for primary schools; days for kindergartens);

3. Evaluating and assessing practical pedagogical performance for student teachers shall be counted as 0.2 class hours per student teacher per semester.

Article 12.- The principal or vice-principal of a practical pedagogical school, when directly participating in guiding practical pedagogical activities, shall be counted as 2 days/month (for kindergartens); 2 morning sessions/month (for primary schools); 2 class hours/month (for secondary schools) during months with practical pedagogical guidance activities and according to the scale of students in compliance with standards set by the Ministry of Education and Training.

Article 13.- Funds for compensating overtime pay due to practical pedagogical guidance by teachers, principals, or vice-principals of practical pedagogical schools shall be calculated according to current state regulations on extra-hour pay, paid by the normal school based on signed contracts and taken from the annual budget allocated to the normal school.

PART IV
||| ORGANIZATION AND MANAGEMENT OF PRACTICAL PEDAGOGICAL SCHOOLS

Article 14.- The selection of kindergarten, primary, and secondary schools as practical pedagogical schools shall be initiated by the principal of the normal school, who will negotiate with the principal of the proposed school and seek approval from the competent authority.

Article 15.- The decision to establish (or dissolve) kindergartens, primary, and secondary schools within normal schools to ensure the functions specified in Article 1 of this regulation shall be made according to the current administrative levels of the State for each level of education, and with the opinion of the Director of the Department of Education and Training.

Article 16.- Based on the number of student teachers according to the plan, the normal school will propose selecting one or more practical pedagogical schools with appropriate scale and level of education.

Article 17.- Practical pedagogical activities in practical pedagogical schools shall be carried out annually according to a plan that does not affect the quality of teaching and education in these schools. The plan shall be jointly developed by the principal of the normal school and the principal of the practical pedagogical school and submitted to the Director of the Department of Education and Training for approval.

Any adjustments or additions to the plan must be reported to the Director of the Department of Education and Training for consideration and resolution.

Article 18.- Professional management and direction of practical pedagogical schools shall follow the current classification of the Ministry of Education and Training for each level of education. Practical pedagogical activities in practical pedagogical schools shall be directly guided and managed professionally by the normal school.

CHAPTER V
PHYSICAL INFRASTRUCTURE OF PRACTICAL PEDAGOGICAL SCHOOLS

Article 19.- In addition to meeting the conditions required for a regular school of the same scale and level of education, practical pedagogical schools need to have the following additional conditions:

1. Classrooms with sufficient space for student teachers to conduct practical pedagogical activities;

2. Specialized rooms equipped with audio-visual equipment, tables, chairs, and boards to organize practical pedagogical activities; extracurricular activities, experience sharing on practical pedagogical activities, and displaying models of teaching and learning products;

3. A library with sufficient textbooks, teaching guides, reference books... for teachers;

4. Laboratories and practical rooms fully equipped to serve experiments and practical activities for subjects in practical pedagogical schools;

5. Playgrounds and sports fields large enough to organize recreational, extracurricular, and physical education activities.

Article 20.- Investment in building costs and purchasing textbooks and teaching equipment for practical pedagogical schools shall be implemented according to current state regulations, with support from normal schools and contributions from localities. These funds must be used for their intended purpose and in accordance with current financial regulations./.