Directive No. 35-CT stipulates the implementation of cultural supplementary programs and books for levels I, II, and III to enhance educational quality and retrain workers, officials, and youth. This document applies to cultural supplementary schools and classes.
Scope of application
Departments of Education; cultural supplementary schools and classes
Key points
- Workers within the compulsory education level I scope must attend three classes with subjects including Vietnamese language and arithmetic (Article A).
- Officials and youth who have completed level I must continue with an additional fourth class to complete level I fully (Article A).
- The level II program for young officials and youth includes subjects such as arithmetic, algebra, geometry, physics, chemistry, human anatomy, literature, history, and geography (Article B).
- Older officials may be exempt from geometry and algebra if they encounter difficulties in learning (Article B).
- The level III cultural supplementary program for older officials includes subjects such as mathematics, physics, chemistry, biology, or literature, history, geography, and biology (Point C1 of Article C).
🌐 Social impact of this document
- Enhance the quality of education and retraining for workers, officials, and youth.
- Contribute to raising the cultural level of society.
- Older officials encountering difficulties in studying geometry and algebra may be exempted.
- Citizens must comply with the cultural supplementary education program as prescribed.
❓ Frequently asked questions
Which groups need to implement the level I program?
Workers within the compulsory education level I scope and officials, youth (Article A).
Who is the level II program intended for?
Young officials and youth (Article B).
Can exemptions from geometry and algebra be granted in the level II program?
Yes, but only applicable to older rural officials facing difficulties in learning (Article B).
For whom is the level III program intended?
For older officials and outstanding youth (Points C1, C2, C3 of Article C).
Are there specific teaching materials for each program?
Yes, cultural supplementary books for levels I, II, and III published by the Educational Publishing House in 1973 and 1969 (Articles A, B, C).
Full text
DIRECTIVE
OF THE MINISTRY OF EDUCATION DECREE NO. 35/CT ON OCTOBER 10, 1974
REGARDING THE IMPLEMENTATION OF TYPES OF CURRICULUMS
AND CULTURAL SUPPLEMENTARY BOOKS
To bring cultural supplementary education management into a regular system, contributing to improving teaching and learning quality, the Ministry requests the Departments of Education to guide supplementary cultural education schools and classes to implement strictly according to the following prescribed curriculums:
A- FOR PRIMARY LEVEL
There is a common curriculum for all types of subjects.
Under the condition of part-time study, the curriculum will be implemented as follows:
- For the majority of workers and people within the scope of primary level universalization and eradication of illiteracy, they will study three grades 1, 2, and 3, each grade having 120 class hours. The content includes two subjects: Vietnamese language and arithmetic.
- For all cadres and young people at the grassroots level, after completing the above three grades, they must study an additional Grade 4 to complete the entire primary level. Grade 4 has 240 class hours and includes three subjects: Vietnamese language, arithmetic, politics, and general science.
- For centralized schools in both lowland and mountainous areas, there will be separate guidance on implementation.
Teaching and learning materials: Primary level supplementary cultural books published by the Educational Publishing House since 1973.
B- FOR JUNIOR HIGH SCHOOL LEVEL
There is a common curriculum with separate teaching plans for different types of subjects as follows:
- Young cadres and youth must study all subjects: arithmetic, algebra, geometry, physics, chemistry, human anatomy, literature, history, geography.
Rural young cadres and youth need to study additional subjects: botany, zoology, and agricultural techniques.
Specifically, ethnic youth schools need to study additional subjects: politics and some appendices on literature, biology, and agricultural techniques.
The curriculum is implemented over three school years at Labor General Secondary Schools, two school years at Ethnic Youth Schools, and four school years at part-time schools.
- Rural cadres who are older (approximately 35 years old and above), if found to have significant difficulties in studying, may not study geometry and algebra.
Teaching and learning materials: Junior high school level supplementary cultural books published by the Educational Publishing House since 1969.
C- FOR SENIOR HIGH SCHOOL LEVEL
In accordance with the different learning requirements of various types of subjects, the senior high school level supplementary cultural curriculum is divided into several main types as follows:
1. The senior high school level supplementary cultural curriculum for cadre training is designed for older cadres (approximately 35, 40 years old and above) to study comprehensively and generally all subjects in literature, history, geography, mathematics, physics, chemistry, and biology.
Under centralized study conditions, the curriculum is implemented over one school year with: 24 class hours x 36 weeks = 864 actual class hours.
Considering the difficulties of part-time study, the curriculum allows students to choose sequentially one of the two subject groups based on their work requirements:
- Mathematics + Physics + Chemistry + Biology group or:
- Literature + History + Geography + Biology group.
After completing any group, the student will be tested and immediately issued a graduation certificate for that group, then continue to study the remaining subjects.
Teaching and learning materials: Senior high school level supplementary cultural lecture notes for cadres published by the Educational Publishing House since 1973.
2. The senior high school level supplementary cultural curriculum for general education is designed for young cadres and youth in part-time studies or short-term centralized studies. The curriculum includes more than 1000 class hours and four main subjects: literature, mathematics, physics, and chemistry. AT Centralized schools include three additional subjects: history, geography, and biology. The curriculum is implemented over three school years (one and a half years) at centralized schools or four school years at part-time schools.
This program has a universal nature and legal validity for all Faculties of universities, but graduates of this program who wish to take entrance exams at universities must study additional necessary subjects and enhance their skills further.
Teaching and learning materials: supplementary high school level mathematics, physics, and chemistry textbooks for young people; lecture booklets on literature, history, geography, and high school level supplementary cultural education biology for cadres.
3. The supplementary high school cultural education program for young cadres and outstanding youth studying long-term at agricultural and youth schools, ethnic youth schools, etc., includes 2500 class hours with high requirements for all subjects including mathematics, physics, chemistry, biology, literature, history, geography, foreign languages, and politics to provide a solid foundation for students to enter universities. Additionally, depending on the nature of each type of school, students will need to study additional necessary subjects guided by the Department of Supplementary Cultural Education.
Teaching and learning materials: general high school textbooks for all subjects.
The Ministry will send the types of programs specified above along with detailed implementation guidance to Departments and Offices.
Departments and Offices need to carefully study and direct schools to implement the specified types of programs for each type of school and each target group correctly. If there is a need for changes in the content of the programs, Departments and Offices must report to the Ministry beforehand and obtain permission from the Ministry before implementing such changes.
The Department of Supplementary Cultural Education needs to provide more specific guidance on the implementation of the program, the use of teaching materials, examination organization, etc., according to the content of this directive so that localities can implement effectively during the transitional period as well as in the long term.
The Cadre Organization Department, the Planning and Finance Department, the Publishing Bureau, the Textbook Distribution Agency, and the School Equipment Company also need to carefully study this directive to implement it well according to the functions and tasks assigned by the Ministry.
Download
The original file of this document is being updated. Please read the full text and check back later.
Relations map
Click a document to open. A red border = a relation that changes validity.
Translations
This document is available in the following languages: