Consolidated Document number 3503/VBHN-BLDTBXH guiding the implementation of certain contents regarding vocational education and employment for workers in sub-projects and components belonging to three national target programs during the period 2021-2025.

MINISTRY OF LABOR - INVALIDS AND SOCIAL AFFAIRS -------	SOCIALIST REPUBLIC OF VIET NAM Independence - Freedom - Happiness ---------------
Number: 3503/VBHN-BLDTBXH	Hanoi, August 5, 2024

CIRCULAR

GUIDELINES FOR IMPLEMENTING CERTAIN CONTENTS ON VOCATIONAL EDUCATION AND EMPLOYMENT RESOLUTION FOR WORKERS IN SUB-PROJECTS AND COMPONENTS OF THE THREE NATIONAL TARGET PROGRAMMES FOR THE PERIOD 2021-2025

Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022 issued by the Minister of Labor, Invalids and Social Affairs guiding the implementation of certain contents on vocational education and employment resolution for workers in sub-projects and components of the three national target programmes for the period 2021-2025, which took effect from September 6, 2022, has been amended and supplemented by:

Circular No. 03/2023/TT-BLDTBXH dated May 31, 2023 issued by the Minister of Labor, Invalids and Social Affairs amending and supplementing some articles of Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022 issued by the Minister of Labor, Invalids and Social Affairs guiding the implementation of certain contents on vocational education and employment resolution for workers in sub-projects and components of the three national target programmes for the period 2021-2025, which took effect from May 31, 2023.

Pursuant to Decree No. 14/2017/NĐ-CP dated February 17, 2017, of the Government, stipulating the functions, tasks, powers, and organizational structure of the Ministry of Labor, Invalids, and Social Affairs;

Pursuant to Decree No. 27/2022/NĐ-CP dated April 19, 2022 of the Government stipulating management mechanisms and organization of implementation of national target programs;

Implementing Decision No. 1719/QD-TTg dated October 14, 2021 of the Prime Minister approving the National Target Programme on Socio-Economic Development in Ethnic Minority and Mountainous Areas for the period 2021-2030, Phase I: from 2021 to 2025;

Implementing Decision No. 90/QD-TTg dated January 18, 2022 of the Prime Minister approving the National Target Programme on Sustainable Poverty Reduction for the period 2021-2025;

Implementing Decision No. 263/QD-TTg dated February 22, 2022 of the Prime Minister approving the National Target Programme on New Rural Development for the period 2021-2025;

Based on the proposal of the Director General of the General Department of Vocational Education;

The Minister of Labor, Invalids and Social Affairs issues this Circular guiding the implementation of certain contents on vocational education and employment resolution for workers in sub-projects and components of the three national target programmes for the period 2021-2025.

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation

This Circular guides the implementation of certain contents on vocational education and employment resolution for workers in sub-projects and components of the three national target programmes for the period 2021-2025, including:

1. Sub-project 1 "Developing Vocational Education in Poor and Difficult Regions" within Project 4 under the National Target Programme on Sustainable Poverty Reduction for the period 2021-2025 approved by Decision No. 90/QD-TTg dated January 18, 2022 of the Prime Minister.

2. Sub-project 3 "Project on Developing Vocational Education and Employment Resolution for Workers in Ethnic Minority and Mountainous Regions" within Project 5 under the National Target Programme on Socio-Economic Development in Ethnic Minority and Mountainous Areas for the period 2021-2030, Phase I: from 2021 to 2025, approved by Decision No. 1719/QD-TTg dated October 14, 2021 of the Prime Minister.

3. Component Content 09 "Continuing to Improve the Quality of Vocational Training for Rural Workers, Linked to Market Needs" within Component Content 03 under the National Target Programme on New Rural Development for the period 2021-2025, approved by Decision No. 263/QD-TTg dated February 22, 2022 of the Prime Minister.

Article 2. Applicability

Students; vocational education institutions; employment service centers, job placement agencies; organizations sending workers to work abroad; organizations and individuals advising workers to work abroad; ministries, sectors, localities, enterprises, cooperatives, and organizations and individuals related to the tasks of implementing the contents and activities of the sub-projects and component contents specified in Article 1 of this Circular are assigned the responsibility.

Chapter II

GUIDELINES FOR IMPLEMENTING SUB-PROJECT 1 "DEVELOPING VOCATIONAL EDUCATION IN POOR AND DIFFICULT REGIONS" IN PROJECT 4 UNDER THE NATIONAL TARGET PROGRAMME ON SUSTAINABLE POVERTY REDUCTION FOR THE PERIOD 2021-2025 APPROVED BY DECISION NO.

90/QD-TTG DATED JANUARY 18, 2022 OF THE PRIME MINISTER

Article 3. Object of support

In accordance with point a, item 4, Part III of Decision No. 90/QĐ-TTg dated January 18, 2022 of the Prime Minister approving the National Target Program on Sustainable Poverty Reduction for the period 2021-2025.

Article 4. Support for material infrastructure, equipment, and training facilities for vocational education institutions

1. Support for construction, repair, maintenance of assets, procurement of training equipment and facilities according to the nature of capital sources, principles, and criteria for allocation to vocational education institutions located in provinces with poor districts. Priority shall be given to schools with key majors serving the socio-economic development of regions and localities.

2. Based on objectives, tasks, and allocated funds for implementation in accordance with laws on public investment, Circular No. 46/2022/TT-BTC dated July 28, 2022 of the Minister of Finance on management, use, and settlement of state budget funds for the National Target Program on Sustainable Poverty Reduction for the period 2021-2025 (hereinafter referred to as Circular No. 46/2022/TT-BTC) and relevant legal provisions.

Article 5. Establishment of national occupational skill standards

Establish and update, amend, supplement national occupational skill standards in accordance with Circular No. 56/2015/TT-BLĐTBXH dated December 24, 2015 of the Minister of Labor, War Invalids and Social Affairs guiding the establishment, review, and announcement of national occupational skill standards.

Article 6. Minimum knowledge volume and requirements for competencies that learners achieve upon graduation

Establish, amend, supplement; review, promulgate regulations on minimum knowledge volume and requirements for competencies that learners achieve upon graduation for each major and level in accordance with Circular No. 12/2017/TT-BLĐTBXH dated April 20, 2017 of the Minister of Labor, War Invalids and Social Affairs on minimum knowledge volume and requirements for competencies that learners achieve upon graduation at intermediate and higher levels, and Circular No. 34/2018/TT-BLĐTBXH dated December 26, 2018 of the Minister of Labor, War Invalids and Social Affairs amending and supplementing certain articles of Circular No. 42/2015/TT-BLĐTBXH dated October 20, 2015 on training at primary level, Circular No. 43/2015/TT-BLĐTBXH dated October 20, 2015 on regular training, Circular No. 07/2017/TT-BLĐTBXH dated March 10, 2017 on working conditions for vocational education teachers, Circular No. 08/2017/TT-BLĐTBXH dated March 10, 2017 on professional standards for vocational education teachers, Circular No. 10/2017/TT-BLĐTBXH dated March 13, 2017 on models of graduation certificates for intermediate and higher levels; printing, management, issuance, recovery, and cancellation of graduation certificates for intermediate and higher levels, and Circular No. 31/2017/TT-BLĐTBXH dated December 28, 2017 on training at intermediate, higher, and primary levels through combined work and study (hereinafter referred to as Circular No. 34/2018/TT-BLĐTBXH) and Clause 8, Clause 10, Article 23 of Circular No. 15/2022/TT-BTC dated March 4, 2022 of the Minister of Finance on management and use of state budget funds for the National Target Program on Socio-Economic Development of Ethnic Minority and Mountainous Areas for the period 2021-2030, Phase I: from 2021 to 2025 (hereinafter referred to as Circular No. 15/2022/TT-BTC).

Article 7. Establishing economic and technical norms

1. Establishing, revising, and supplementing economic and technical norms for training for each profession according to the level and degree of training.

2. The content of establishing, reviewing, and promulgating economic and technical norms for training shall be carried out in accordance with Circular No. 07/2020/TT-BLDTBXH dated October 12, 2020, issued by the Minister of Labor, Invalids, and Social Affairs, which stipulates the establishment, review, and promulgation of economic and technical norms for training applicable in the vocational education sector.

3. [2] The professions selected for establishing economic and technical norms for training shall be decided by the agency assigned the task of organizing the establishment based on the planning, strategy, and development plan of the region, industry, and locality within the scope of the Program.

Article 8. Establishing the minimum equipment list for training

1. Establishing, revising, and supplementing the minimum equipment list for training for each profession according to the level and degree of training.

2. The content of establishing, reviewing, and promulgating the minimum equipment list for training for each profession according to the level and degree of training shall be implemented at Section I and II of Appendix I attached to this Circular.

3. [3] The professions selected for establishing the minimum equipment list for training shall be decided by the agency assigned the task of organizing the establishment based on the planning, strategy, and development plan of the region, industry, and locality within the scope of the Program.

Article 9. Establishing material standards for practical, experimental, and testing activities

1. Establishing, revising, and supplementing material standards for practical, experimental, and testing activities according to profession.

2. The content of establishing, reviewing, and promulgating material standards for practical, experimental, and testing activities according to profession shall be implemented at Section I and III of Appendix I attached to this Circular.

3. [4] The professions selected for establishing material standards for practical, experimental, and testing activities shall be decided by the competent authority based on the list of public products and services in the field of vocational education and training programs, ensuring consistency with the planning, strategy, and development plan of the region, industry, and locality within the scope of the Program.

Article 10. Establishing the maximum price for vocational education services funded by the state budget

[5]

1. Implement in accordance with the provisions of the law on prices; Decree No. 60/2021/NĐ-CP dated June 21, 2021, of the Government on the mechanism of financial autonomy of public institutions and other relevant regulations; Decree No. 32/2019/NĐ-CP dated April 10, 2019, of the Government on assigning tasks, placing orders, or tendering for the provision of public goods and services funded by the state budget from regular expenditure funds.

2. The professions selected for establishing the price of vocational education services funded by the state budget shall be decided by the competent authority based on the list of public products and services in the field of vocational education and training programs, ensuring consistency with the planning, strategy, and development plan of the region, industry, and locality within the scope of the Program.

Article 11. Developing the certification skill assessment system

||| 1. Content of Support

a) Compiling, revising, supplementing, and reviewing the national skill assessment question bank and practical test bank.

b) Establishing, promulgating, and updating training programs, materials, and organizing training for certification skill assessors; printing and issuing national skill assessor cards for managers involved in national skill certification activities.

2. Implementation method

a) For compiling, revising, supplementing, and reviewing the national skill assessment question bank and practical test bank, compile documents and organize training and capacity building for the question bank compilation team according to Circular No. 36/2018/TT-BTC dated March 30, 2018, of the Minister of Finance guiding the preparation, management, use, and settlement of the budget for staff training and capacity building (hereinafter referred to as Circular No. 36/2018/TT-BTC), Circular No. 43/2015/TT-BLDTBXH dated October 20, 2015, of the Minister of Labor, Invalids, and Social Affairs on regular training (hereinafter referred to as Circular No. 43/2015/TT-BLDTBXH), and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Implement compiling, reviewing, and approving the national skill assessment question bank and practical test bank according to Clause 2, 3, and 4 of Article 20 of Decree No. 31/2015/NĐ-CP dated March 24, 2015, of the Government detailing some provisions of the Law on Employment regarding the assessment and issuance of national skill certificates (hereinafter referred to as Decree No. 31/2015/NĐ-CP) and Clause 8 of Article 3 of Decree No. 140/2018/NĐ-CP dated October 8, 2018, of the Government amending and supplementing related decrees concerning investment conditions and administrative procedures under the Ministry of Labor, Invalids, and Social Affairs' jurisdiction (hereinafter referred to as Decree No. 140/2018/NĐ-CP). Detailed procedures for compiling and reviewing the national skill assessment question bank and practical test bank are set forth in Appendix II attached to this Circular.

Providing advice, guidance, and supervision for compiling the national skill assessment question bank and practical test bank according to Clause 3 of Article 16 of Circular No. 46/2022/TT-BTC.

Compiling documents and organizing training and capacity building for the review board of the national skill assessment question bank and practical test bank according to Circular No. 36/2018/TT-BTC, Circular No. 43/2015/TT-BLDTBXH, and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Overall editing, coding, and entering data on knowledge testing questions and practical examination papers into the information technology application software system for management, storage, mixing, and setting up examinations in accordance with Clause 4, Article 20 of Decree No. 31/2015/NĐ-CP and Clause 8, Article 3 of Decree No. 140/2018/NĐ-CP to prepare, compile, and provide guidance materials for the national vocational skill assessment period, vocational skill assessment tests according to each level of national vocational skill proficiency as stipulated at Point a, Clause 3, Article 11 of Circular No. 19/2016/TT-BLDTBXH dated June 28, 2016 guiding the implementation of certain provisions of Decree No. 31/2015/NĐ-CP (hereinafter referred to as Circular No. 19/2016/TT-BLDTBXH), Point a, Clause 5, Article 12 of Circular No. 41/2019/TT-BLDTBXH dated December 30, 2019 amending and supplementing some articles of Circular No. 38/2015/TT-BLDTBXH dated October 19, 2015 on national vocational skill certificates, issuance and management of national vocational skill certificates and Circular No. 19/2016/TT-BLDTBXH dated June 28, 2016 guiding the implementation of certain provisions of Decree No. 31/2015/NĐ-CP dated March 24, 2015 of the Government detailing the implementation of certain provisions of the Labor Law on national vocational skill assessment and certification (hereinafter referred to as Circular No. 41/2019/TT-BLDTBXH) and related guidelines for organizations conducting national vocational skill assessments to prepare, organize assessments, and notify participants to prepare for the national vocational skill assessment period. The mixing and setting up of vocational skill assessment tests shall be carried out in accordance with Circular No. 69/2021/TT-BTC dated August 11, 2021 guiding the management of funds for preparation, organization, and participation in examinations applicable to general education.

Editing and issuing documents on the guidebook for building and compiling a bank of knowledge testing questions and a bank of practical examination papers for national vocational skill assessment and activities for issuing national vocational skill certificates in accordance with Clause 3, Article 4 of Circular No. 46/2022/TT-BTC.

b) For building, issuing, and updating training programs and materials and organizing training for vocational skill certification assessment staff; printing and issuing national vocational skill assessment staff cards for managers involved in vocational skill certification assessment activities.

The development or selection, approval of training programs, textbooks, and training materials shall be carried out in accordance with Articles 4 and 5 of Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

The unit entrusted with organizing training and capacity building shall develop plans, determine content, target groups, time, location, and organize training and capacity building, print and issue national vocational skill assessment staff cards in accordance with the regulations on training and capacity building for officials and civil servants stipulated in Circular No. 36/2018/TT-BTC.

Article 12. Development of the quality assurance system for vocational education.

||| 1. Content of Support

a) Building and applying quality assurance models in vocational education institutions.

Surveying, evaluating, and reporting on the current status of quality assurance in vocational education institutions; researching, building, and piloting quality assurance models; developing programs, materials, and organizing training for staff and teachers on piloting quality assurance models; monitoring and supervising the construction and piloting of quality assurance models; organizing seminars and conferences to evaluate, summarize, and perfect quality assurance models.

b) Training and capacity building on the development of quality assurance systems in vocational education institutions; training and capacity building for quality assurance inspectors in vocational education.

Developing, issuing, revising programs, materials, and organizing training and capacity building on the development of quality assurance systems in vocational education institutions.

Developing, issuing, revising programs, materials, and organizing training and capacity building for quality assurance inspectors in vocational education.

2. Implementation method

a) For building and applying quality assurance models in vocational education institutions.

Building quality assurance models in vocational education institutions: Surveying, evaluating, and reporting on the comprehensive and specialized current status of quality assurance in vocational education institutions in provinces with poor districts; researching and building quality assurance contents and activities suitable for various types of vocational education institutions in provinces with poor districts. Building models including processes and tools for ensuring quality at the entry, process, and exit stages.

Piloting quality assurance models: Selecting some vocational education institutions for piloting; developing programs, materials, and organizing training for staff and teachers of selected vocational education institutions for piloting; conducting pilot activities at selected vocational education institutions.

Monitoring and supervising the construction and piloting of quality assurance models at vocational education institutions. Organizing seminars and conferences during the construction and piloting phases. Evaluating, summarizing, and perfecting quality assurance models.

The unit entrusted with organizing the construction and application of quality assurance models in vocational education institutions shall implement in accordance with Joint Circular No. 55/2015/TTLT-BTC-BKHCN dated April 22, 2015 of the Minister of Finance and the Minister of Science and Technology guiding the standard for construction, allocation, and settlement of state budget funds for scientific and technological tasks (hereinafter referred to as Joint Circular No. 55/2015/TTLT-BTC-BKHCN).

b) For training and capacity building on the development of quality assurance systems in vocational education institutions; training and capacity building for quality assurance inspectors in vocational education.

The unit entrusted with organizing training, training sessions, and capacity building shall develop plans, determine content, target groups, time, location, and organize in accordance with Circular No. 36/2018/TT-BTC.

Article 13. Development of Teachers and Educational Managers

||| 1. Content of Support

a) Develop, promulgate, amend, and update training programs, materials, and organize training, enhancement, and workshops to standardize and improve the capabilities of teachers and educational managers in vocational education; instructors in vocational skills regarding pedagogical competence, teaching skills; capability in developing training programs and learning resources; management skills and procedures for training activities in enterprises; occupational skill levels, test question banks, and assessment criteria for practical teaching for vocational education teachers; research scientific capabilities for teachers and educational managers in vocational education; application of information technology in teaching in vocational education, digital transformation, and new technologies; business knowledge and entrepreneurship for the poor and vulnerable groups; other specialized knowledge and skills according to job requirements.

b) Develop, promulgate, and update training programs, materials, and organize training and enhancement for the team of educational managers in vocational education: administrative management procedures, management of vocational education institutions, digital transformation, soft skills, foreign language proficiency, and necessary skills.

c) Organize standardized training, enhancement, and workshops for the team of educational managers in vocational education: professional expertise, management procedures, administrative management skills, management of vocational education institutions; enhance capabilities in digital skills, soft skills, foreign language proficiency, and necessary skills; provide enhancement at countries with developed vocational education systems on organizational structure models, management capabilities, future skills, and technology transfer.

d) Develop, promulgate, update programs, and organize training and enhancement to improve the capabilities of teachers and educational managers, and the team managing facilities and equipment in vocational education institutions in developing curricula, textbooks, training materials, and resources.

e) Develop, promulgate, and update programs and organize training and enhancement for legal affairs and inspection staff: skills and procedures.

f) Develop, promulgate, and update programs and organize training and enhancement for management staff and vocational instructors in enterprises and cooperatives: development of training programs, improvement of teaching skills, management skills, and vocational skills.

2. Implementation method

Organizations and units responsible for organizing training and enhancement shall develop plans, determine contents, target groups, timeframes, locations, and organize training and enhancement in accordance with the regulations on training and enhancing cadres and civil servants stipulated in Circular No. 36/2018/TT-BTC and current regulations.

Article 14. Development of Programs and Learning Materials

||| 1. Content of Support

a) Develop training programs and learning materials for key industries and occupations or those with high labor demand in localities. Conduct reviews and select vocational education institutions in difficult areas to support the development of training programs and learning materials based on established standards for key industries and occupations suitable for local industry restructuring.

b) Study and develop programs and learning materials applying Industry 4.0 technology in agricultural and tourism occupations to meet economic and social development needs for workers living in provinces with poor districts.

c) Study processes, revise, and digitize materials to implement digital transformation and pilot implementation at some vocational education institutions in provinces with poor districts.

2. Implementation method

a) For the development of training programs and learning materials for college and intermediate level: follow the provisions stipulated in Circular No. 03/2017/TT-BLDTBXH dated March 1, 2017, issued by the Minister of Labor, Invalids, and Social Affairs on the process of developing, reviewing, and promulgating training programs, organizing, compiling, selecting, and reviewing textbooks for intermediate and college-level training, and point a, Clause 7, Article 23 of Circular No. 15/2022/TT-BTC.

b) For the development of training programs for primary level and training under three months

The content and structure of primary level training programs and textbooks; the process of developing, compiling, reviewing, and promulgating primary level training programs shall be carried out in accordance with the provisions stipulated in Circular No. 42/2015/TT-BLDTBXH dated October 20, 2015, issued by the Minister of Labor, Invalids, and Social Affairs on primary level training (hereinafter referred to as Circular No. 42/2015/TT-BLDTBXH), and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

The content and structure of training programs under three months; the process of developing, compiling, reviewing, and promulgating regular training programs shall be carried out in accordance with the provisions stipulated in Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

c) Study and develop programs and learning materials applying Industry 4.0 technology in agricultural and tourism occupations to meet economic and social development needs for workers living in provinces with poor districts in accordance with the provisions stipulated in Joint Circular No. 55/2015/TTLT-BTC-BKHCN. Study the process of revising and digitizing materials to implement digital transformation and pilot implementation at some vocational education institutions in provinces with poor districts in accordance with the provisions stipulated in Joint Circular No. 55/2015/TTLT-BTC-BKHCN and Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

Article 15. Vocational Education Communication

||| 1. Content of Support

a) Compiling, developing, and issuing publications, leaflets; digital products, digital learning materials, and products such as notebooks, books, office equipment, commemorative items related to communication to enhance information content and propaganda.

b) Developing and organizing propaganda and promotion activities for vocational education through billboards, screens, posters, badges, symbols at public areas, busy intersections, national highways, transportation means; carriers of information, booths, shops, exhibition rooms.

c) Communicating through news agencies, media units, mass media such as radio, television, print media, online media, electronic information websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products.

d) Organizing programs, events, forums, conferences, competitions, campaigns to understand, create, write news articles, photos, reports, films about vocational education with specific messages.

đ) Enhancing the capacity of the team responsible for policy and legal propaganda, propagandists.

e) Developing, compiling, updating, and supplementing training programs and materials to organize knowledge and skill training for propaganda, dissemination of policies and laws, labor, vocational training for groups of students, trainees; teachers, managers, staff, workers in vocational education institutions, grassroots propaganda teams, and those involved in career counseling work.

2. Implementation method

a) The head of the agency assigned to implement vocational education communication tasks shall be responsible for selecting appropriate communication forms and contents to ensure effectiveness and compliance with legal regulations.

b) Regarding publication formats (electronic and printed) as stipulated in point b, Clause 2, Article 11 of Circular No. 06/2022/TT-BTTTT dated June 30, 2022, issued by the Minister of Information and Communications guiding the implementation of the Communication and Poverty Reduction Project in Information under the National Target Program on Sustainable Poverty Reduction for the period 2021-2025 (hereinafter referred to as Circular No. 06/2022/TT-BTTTT).

Article 16. Survey, Statistics, and Forecasting Demand for Vocational Training

||| 1. Content of Support

a) Investigating, surveying, statistically analyzing, and forecasting demand for training and vocational fields; assessing and identifying skills shortages of learners; providing career guidance and occupational orientation.

b) Conducting follow-up surveys of graduates and investigating employment situations of learners after graduation.

2. Implementation Method: Agencies and units assigned to carry out the construction of investigation and survey plans and implementation according to the provisions of Circular No. 109/2016/TT-BTC dated June 30, 2016, issued by the Ministry of Finance on budget preparation, management, utilization, and settlement of funds for conducting surveys and statistics, national comprehensive surveys.

Article 17. Career Counseling

||| 1. Content of Support

a) Building, issuing, and updating training programs for career counseling and vocational guidance.

b) Organizing training, upgrading, and workshops to enhance the capabilities of staff and teachers engaged in career counseling work; enhancing the capabilities of staff and teachers in soft skills training.

c) Organizing seminars, conferences, forums, roundtable discussions on vocational guidance; organizing career counseling programs, journeys, competitions to understand the world of occupations; career counseling days; activities to guide occupations for learners after graduation; coordinating with youth organizations in implementing career counseling activities for members, young people, and students.

d) Researching, surveying, building models for soft skills training, piloting and expanding these models; building, updating, and issuing soft skills training programs; organizing courses and workshops on soft skills training for young people, students, and trainees.

đ) Providing job placement advice for students and trainees; organizing job placement programs, recruitment fairs, connecting learners with employers.

2. Implementation method

a) Implementing according to the provisions of Circular No. 14/2022/TT-BLDTBXH dated August 30, 2022, issued by the Minister of Labor, Invalids, and Social Affairs on career counseling, job placement, and support for student entrepreneurship in vocational education institutions (hereinafter referred to as Circular No. 14/2022/TT-BLDTBXH).

b) Agencies and units assigned to carry out the construction of plans and implementation to ensure effectiveness and compliance with legal regulations.

Article 18. Support for entrepreneurship and job creation

||| 1. Content of Support

a) Organize training, capacity building, and entrepreneurship skill workshops to enhance the ability to support entrepreneurship for staff involved in entrepreneurship support work at vocational education institutions.

b) Organize training and entrepreneurship skill workshops for students at vocational education institutions.

c) Organize seminars, forums to promote the spirit of entrepreneurship, connect resources to support entrepreneurship; competitions and contests to seek out entrepreneurial ideas and support these ideas and projects; entrepreneurship education career days at school, provincial, regional, and national levels.

d) Create an environment and provide support for students to start businesses and find jobs; form entrepreneurship clubs; spaces to support entrepreneurship; programs to develop trading platforms for ideas and projects; business incubation programs, connecting investors.

e) Study and propose some models to support entrepreneurship for students.

2. Implementation method: In accordance with Circular No. 14/2022/TT-BLDTBXH.

Article 19. Development of Models Linking Vocational Education with Enterprises and Cooperatives

||| 1. Content of Support

a) Study and develop self-made training equipment for training purposes.

b) Organize field trips and career guidance to link students from vocational education institutions with enterprises and cooperatives.

2. Implementation method

a) Regarding the study and development of self-made training equipment for training purposes

The agency assigned the task of organizing the implementation of research and development of self-made training equipment for training purposes shall review and select equipment that won awards at the National Self-Made Training Equipment Competition to support further research and wide application in vocational education institutions.

Establish a Steering Committee and an Evaluation Board. The Steering Committee and Evaluation Board shall consist of seven or nine members, with the criteria, duties, and powers of the Steering Committee members and Evaluation Board members stipulated by the agency assigned the task of organizing the implementation of research and development of self-made training equipment for training purposes.

The content of implementing research and development of self-made training equipment for training purposes includes: General research; assessment of current status; investigation and data collection; processing data, analyzing information, materials, and data; specialized research content; organizing scientific seminars, seeking expert opinions; conducting experiments, trials, practical tests, evaluations, manufacturing, production; researching and perfecting technological processes; proposing solutions, recommendations, inventions, useful solutions, products, preparations, models, scientific publications, and other proposals; summarizing, evaluating, and finalizing.

Organize inspection, supervision, and guidance on the implementation of research and development of self-made training equipment for training purposes.

b) Regarding the linkage between vocational education and enterprises and cooperatives

Organize for staff responsible for enterprise cooperation at vocational education institutions, and training managers at enterprises and cooperatives to survey and study models of cooperation and training development linked to production and business activities of enterprises.

Send students from vocational education institutions to participate in field trips, internships, and entrepreneurship orientation activities at enterprises and cooperatives.

Article 20. Intermediate and Higher Vocational Training

1. Implement intermediate and higher vocational training for apprentices, workers from poor households, near-poor households, newly escaped poverty households, and low-income workers.

2. Implementation method

a) Based on the training needs of learners, labor market conditions, and socio-economic development orientations of regions and localities to determine appropriate industries, trades, levels, and scale of training.

b) Organize implementation according to Circular No. 04/2022/TT-BLDTBXH dated March 30, 2022, issued by the Minister of Labor, Invalids, and Social Affairs, which stipulates the organization of intermediate and higher vocational training under the annual system or modular or credit accumulation methods, and Circular No. 31/2017/TT-BLDTBXH dated December 28, 2017, issued by the Minister of Labor, Invalids, and Social Affairs, which stipulates higher vocational training at the intermediate and primary levels through combined work and study programs (hereinafter referred to as Circular No. 31/2017/TT-BLDTBXH), and Circular No. 34/2018/TT-BLDTBXH.

Article 21. Primary Vocational Training and Training Under Three Months

1. Conduct primary vocational training and training under three months for apprentices, workers from poor households, near-poor households, newly escaped poverty households, and low-income workers.

2. Implementation method

a) Based on the training needs of learners, labor market conditions, and socio-economic development orientations of regions and localities to determine appropriate industries, trades, levels, and scale of training.

b) For primary level training programs, implement according to Circular No. 42/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

c) For regular training programs (under three months), implement according to Circular No. 43/2015/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

d) In cases where workers participate in primary level training programs through combined work and study methods, implement according to Circular No. 31/2017/TT-BLDTBXH and amended and supplemented by Circular No. 34/2018/TT-BLDTBXH.

Chapter III

GUIDANCE FOR IMPLEMENTATION OF SUB-PRIORITY PROJECT 3 "VOCATIONAL EDUCATION DEVELOPMENT AND EMPLOYMENT SOLUTIONS FOR WORKERS IN ETHNIC MINORITY AND MOUNTAINOUS REGIONS" IN PRIORITY PROJECT 5 UNDER THE NATIONAL TARGET PROGRAM ON ECONOMIC AND SOCIAL DEVELOPMENT IN ETHNIC MINORITY AND MOUNTAINOUS REGIONS FOR THE 2021-2030 PERIOD, PHASE I: FROM 2021 TO 2025 APPROVED BY DECISION NO.

1719/QĐ-TTG ON OCTOBER 14, 2021 OF THE PRIME MINISTER

Article 22. Support Recipients

As stipulated in point c, item 5, Part III of Decision No. 1719/QĐ-TTg dated October 14, 2021, of the Prime Minister approving the National Target Program on Economic and Social Development in Ethnic Minority and Mountainous Regions for the 2021-2030 period, Phase I: from 2021 to 2025.

Article 23. Establishment of Vocational Training Models; Vocational Training Support

[6]

||| 1. Content of Support

a) Implement vocational training models, organize primary level training classes and training programs under three months for ethnic minority workers and low-income workers from poor and near-poor households living in ethnic minority and mountainous regions.

b) Conduct higher vocational training at the intermediate and primary levels in relevant industries and trades based on labor demand in ethnic minority and mountainous regions.

2.[7] Implementation Method: According to Clause 2 of Article 20, Clause 2 of Article 21 of this Circular, and Article 24 of Circular No. 15/2022/TT-BTC.

Article 24. Supporting workers from ethnic minority areas and mountainous regions to work abroad for a fixed term under contracts

||| 1. Content of Support

a) Supporting ethnic minority workers, ethnic Kinh workers from poor and near-poor households living in ethnic minority areas and mountainous regions to participate in vocational skill training courses, language courses, and procedures for working abroad under contracts.

b) Introducing and advising workers and their relatives on working abroad under contracts.

c) Enhancing the capacity of officials responsible for sending workers to work abroad for a fixed term and grassroots propaganda officers at all levels (province, district, commune, village, hamlet).

2. Implementation method

a) Supporting ethnic minority workers, ethnic Kinh workers from poor and near-poor households residing in ethnic minority areas and mountainous regions: Enterprises and public institutions when selecting workers in ethnic minority areas and mountainous regions shall cooperate with local labor authorities to support workers going to work abroad under contracts through bidding mechanisms and ordering services from vocational training centers, language schools, enterprises, and public institutions that send workers to work abroad under contracts.

In cases where workers register to work abroad through enterprises and public institutions that have completed vocational training and language courses and meet the conditions for departure, the labor authority shall directly provide support to the workers. The enterprises and public institutions sending workers to work abroad under contracts are responsible for assisting workers in providing complete documentation to receive support.

b) Introducing and advising workers and their relatives on working abroad under contracts: The labor authority shall implement according to point d, e of Clause 2, Article 4 of Circular No. 15/2022/TT-BTC.

c) Enhancing the capacity of officials responsible for sending workers to work abroad for a fixed term and grassroots propaganda officers: Implemented according to Clause 1, Article 4 of Circular No. 15/2022/TT-BTC.

Article 25. Standardizing vocational skills and linking training effectiveness with employment

1. Compiling a bank of questions for knowledge tests and practical exercises to assess national vocational skills as tools for organizing assessments and issuing national vocational skill certificates in accordance with point a of Clause 2, Article 11 of this Circular.

2. Activities related to assessing, recognizing, and issuing national vocational skill certificates; organizing printing and managing certificate blanks for national vocational skill certificates; implementing information reporting, statistics, and distribution of national vocational skill assessor cards and certificates to ethnic minority workers, ethnic Kinh workers from poor and near-poor households living in ethnic minority areas and mountainous regions to serve job-seeking needs. Priority is given to occupations requiring national vocational skill certificates as stipulated in Decree No. 31/2015/NĐ-CP and occupations in priority economic sectors, key industries, new technology applications, high technology, adaptation to the fourth industrial revolution; occupations serving economic recovery and development and common occupations in ethnic minority areas and mountainous regions based on recruitment needs of enterprises or high-tech agriculture suitable to natural conditions and customs of ethnic minority areas and mountainous regions as a basis for developing training programs and forms of training.

The organization of assessment and issuance of national vocational skill certificates shall be carried out in accordance with Circular No. 38/2015/TT-BLDTBXH dated October 19, 2015, issued by the Minister of Labor, Invalids, and Social Affairs on national vocational skill certificates, issuance, and management of national vocational skill certificates, Circular No. 19/2016/TT-BLDTBXH, and Circular No. 41/2019/TT-BLDTBXH.

3. Training and upgrading skills in vocational assessment shall be implemented in accordance with point b of Clause 2, Article 11 of this Circular.

4. Developing training programs and textbooks for updating and enhancing vocational skills for workers based on national vocational skill standards to meet the needs of learners, enterprises, applying digital technology, and developing green skills through various forms and methods in accordance with current laws relevant to different levels of vocational skills as specified in Article 16 of Decree No. 31/2015/NĐ-CP. The process and methods shall be implemented as current vocational education and higher education programs and regulations stipulated in the Vocational Education Law, Government Decree No. 24/2022/NĐ-CP dated April 6, 2022, amending and supplementing decrees on investment and operation conditions in the field of vocational education (for levels 1, 2, and 3 specified in Article 16 of Decree No. 31/2015/NĐ-CP), the Higher Education Law, and related guiding documents for higher education programs (for levels 4 and 5 specified in Article 16 of Decree No. 31/2015/NĐ-CP).

Article 26. Provision of labor market information and support services for job search and connection for ethnic minority workers

||| 1. Content of Support

a) Support vocational service centers in providing advice, introduction, job search, and job connection for workers, including: Organizing job fairs (job exchanges, job markets, job fairs); disseminating information about the labor market and attracting workers and employers to participate in job exchange activities; compiling handbooks and guides on employment and the labor market.

b) Support successful job placement (with the signing of labor contracts) for ethnic minority workers.

2. Implementation method

a) Support vocational service centers in advising, introducing, searching for, and connecting jobs for ethnic minority workers: Implement according to the provisions of Circular No. 15/2022/TT-BTC.

b) Support successful job placement: Implement according to the provisions of Decree No. 32/2019/NĐ-CP dated April 10, 2019 of the Government stipulating the assignment of tasks, ordering or tendering for the provision of products and public services using state budget funds from regular expenditure and current regulations.

Article 27. Development and training of teaching staff and management personnel, vocational instructors

||| 1. Content of Support

a) Develop, revise, and update training programs and materials, and organize standardized training and development to enhance the capabilities of vocational education teachers and vocational instructors in: Pedagogical skills, teaching methods; ability to develop training programs and training materials; methods of assessing learning outcomes based on standards; occupational skill levels, test banks for assessing occupational skills for practical teaching by vocational education teachers; language proficiency; application of information technology in vocational education, digital transformation, and new technologies; business knowledge and entrepreneurship; other specialized knowledge and skills required for job positions.

b) Organize standardized professional management training to enhance skills in digital skills, soft skills, language proficiency, and other necessary skills for the management team in vocational education.

c) Develop guidance materials on ensuring the quality of vocational education for officials and teachers at vocational education institutions, and management officials at various levels of vocational education management agencies in ethnic minority and mountainous regions; organize training and development sessions to provide knowledge on quality assurance for officials and teachers at vocational education institutions and management officials at various levels of vocational education management agencies.

d) Develop, issue, and update training programs and materials for management personnel in enterprises and cooperatives; organize training and development sessions for management personnel in enterprises and cooperatives.

e) Develop, issue, and update training programs and materials for vocational instructors and organize training and development sessions for vocational instructors.

2. Implementation method: According to the provisions of Clause 2, Article 13 of this Circular.

Article 28. Development of training programs, teaching materials, and teaching resources

Implement according to the provisions stipulated in Article 14 of this Circular.

Article 29. Establishment of standards in vocational education

1. Establishing, updating, revising, and supplementing national occupational skill standards shall be carried out in accordance with the provisions stipulated in Article 5 of this Circular.

2. Establishing minimum knowledge volume requirements and capability requirements that students must achieve upon graduation (exit criteria) shall be carried out in accordance with the provisions stipulated in Article 6 of this Circular.

3. Establishing economic-technical norms for training shall be carried out in accordance with the provisions stipulated in Article 7 of this Circular.

4. Establishing a minimum list of training equipment shall be carried out in accordance with the provisions stipulated in Article 8 of this Circular.

5. Establishing material infrastructure standards for practical, experimental, and testing activities according to industries and occupations shall be carried out in accordance with the provisions stipulated in Article 9 of this Circular.

Article 30. Digitization of training programs, teaching materials, and learning resources

||| 1. Content of Support

a) Selecting content, determining objectives, and technical parameters for digitization and simulation of lectures.

b) Developing outlines, contents, and scripts for electronic lectures suitable for digitization and simulation and implementing lectures.

c) Reviewing and accepting digitized and simulated lectures and completed products.

d) Developing sample lecture videos.

đ) Developing virtual experiments or lecture simulations.

2. Implementation methods shall be carried out in accordance with the provisions stipulated in Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

Article 31. Application of information technology and digital transformation in teaching and learning management

||| 1. Content of Support

a) Developing training programs, contents, and digital transformation in teaching and learning management at all levels of vocational education.

b) Developing infrastructure, platforms, devices, and digital learning resources.

c) Digitizing school activities, focusing on admission management, training, quality assurance, program development, teacher management, student management, and business connections.

2. Implementation method

a) For developing training programs, contents, and digital transformation in teaching and learning management at all levels of vocational education: Implement according to the provisions stipulated in Clause 9, Article 23 of Circular No. 15/2022/TT-BTC.

b) For developing infrastructure, platforms, devices, and digital learning resources; digitizing school activities

In case of project establishment: The establishment of Information Technology application projects shall be carried out in accordance with current regulations on managing IT application projects; industry-specific norms and unit prices shall be issued by the Ministry of Information and Communications, the Ministry of Finance, and relevant ministries and sectors.

In case of non-project establishment: Implement according to the provisions stipulated in Circular No. 03/2020/TT-BTTTT dated February 24, 2020, of the Minister of Information and Communications regarding the preparation of detailed outlines and budgets for IT application activities using regular budget funds from the state budget.

c) Renovation, repair of infrastructure, procurement of assets and equipment for IT application; renting IT services: shall be carried out in accordance with the provisions of the Law on Bidding and guiding documents of the Law, Decree No. 73/2019/NĐ-CP dated September 5, 2019, of the Government on managing investment in IT applications using state budget funds.

d) Hiring maintenance, repair, and minor repairs of equipment belonging to the information infrastructure: shall be carried out in accordance with the provisions of the law on bidding.

Article 32. Support for repairing and maintaining certain components of construction projects, workshops, classrooms, dormitories, and facilities serving daily life and training for learners; purchasing equipment to serve training

1. Support for repairing and maintaining certain components of construction projects, workshops, classrooms, dormitories, and facilities serving daily life and training for learners; purchasing machinery and equipment to serve training for vocational education institutions in ethnic minority areas and mountainous regions.

2. The basis shall be the objectives, tasks, and allocated funds for implementation as prescribed in Circular No. 15/2022/TT-BTC and relevant laws.

Article 33. Communication on vocational education, employment, and working abroad under contracts

||| 1. Content of Support

a) Develop, issue, and organize the dissemination of information related to policies, laws, labor training, employment through mass media, including:

Compiling, developing, and issuing publications, leaflets; digital products, e-learning materials, and items such as notebooks, books, office supplies, commemorative items for communication purposes to enhance information dissemination and promotion for workers in ethnic minority and mountainous regions.

Developing and organizing the promotion and advertising of images related to vocational education through billboards, screens, posters, badges, symbols at public places, busy intersections, national highways, transportation means; carriers of information, booths, shops, exhibits.

Communicating through news agencies, media units, mass media such as radio, television, print media, online media, websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products.

b) Organizing programs, events, forums, conferences, competitions, campaigns to understand, create, write articles, photos, reports, films about vocational education with specific messages in ethnic minority and mountainous regions.

c) Supporting the enhancement of capacity for staff involved in policy and legal communication, communicators in ethnic minority and mountainous regions.

d) Developing, compiling, updating, and supplementing training programs and materials to organize knowledge and skill training for communicators, disseminators of policies and laws, labor, vocational training, and employment for target groups: students, trainees; teachers, managers, civil servants, workers in vocational education institutions, grassroots communicators, and staff engaged in career counseling for workers in ethnic minority and mountainous regions.

2. Implementation method

Implemented according to Clause 2 of Article 15 of this Circular.

Article 34. Promotion and counseling on career orientation, entrepreneurship, vocational training, and employment

Implemented according to Article 17 and Article 18 of this Circular.

Article 35. Inspection, supervision, evaluation; building performance indicators (KPIs)

1. Content

a) Building a set of performance indicators for monitoring implementation.

b) Organizing inspection, supervision, and evaluation of sub-projects.

2. Implementation method

a) Building a set of performance indicators for monitoring implementation, the framework of sub-project outcomes, including: a system of targets and indicators to evaluate the implementation of sub-projects; detailed systems for monitoring and evaluation, reporting forms, information collection mechanisms; content and mechanisms for reporting; methods of using information from the monitoring and evaluation system for management and implementation: Implemented according to Circular No. 338/2016/TT-BTC dated December 28, 2016, issued by the Minister of Finance, stipulating the preparation of budgets, management, use, and settlement of state budget funds to ensure work on drafting normative legal documents and perfecting the legal system and current regulations.

b) Organizing inspection, supervision, and evaluation of sub-projects according to Circular No. 01/2022/TT-UBDT dated May 26, 2022, issued by the Minister and Head of the Committee for Ethnic Minorities, stipulating the procedures for supervising and evaluating the implementation of the National Target Program for Socio-Economic Development in Ethnic Minority and Mountainous Areas for the period 2021-2030; Phase I: from 2021 to 2025.

Chapter IV

GUIDELINES FOR IMPLEMENTING CONTENT 09 "CONTINUOUS IMPROVEMENT OF VOCATIONAL TRAINING QUALITY FOR RURAL LABOR, IN LINE WITH MARKET DEMAND" IN COMPONENT 03 UNDER THE NATIONAL TARGET PROGRAM ON NEW RURAL DEVELOPMENT FOR THE PERIOD 2021-2025 APPROVED BY DECISION NO.

263/QĐ-TTG DATED FEBRUARY 22, 2022 OF THE PRIME MINISTER

Article 36. Object and Content of Support

1. Recipients

Citizens, community residents, students in vocational education institutions, vocational education institutions, businesses, cooperatives, and economic and social organizations in rural areas throughout the country.

2. Content

a) Propaganda, counseling on vocational training and employment; investigation, survey, and forecasting demand for training and employment.

b) Developing curricula and textbooks for primary level and less than three months of training.

c) Establishing economic and technical standards and minimum equipment lists for primary level and less than three months of training.

d) Developing curricula, materials for training and upgrading teachers and educational management staff in vocational education, and vocational instructors.

đ) Supporting maintenance, repair of assets, procurement of training equipment and facilities for vocational education institutions.

e) Providing support for primary level vocational training and less than three months of training for rural laborers within working age in rural areas including villages, communes, districts, towns, and cities in provinces with communes across 63 central provinces and cities.

Article 37. Propaganda, Counseling on Vocational Training and Employment; Investigation, Survey, and Forecasting Demand for Training and Employment

||| 1. Content of Support

a) Providing information and propaganda on vocational training and employment for rural laborers through mass media, including:

Compiling, developing, and distributing, printing promotional materials, publications, leaflets; digital products, digital learning materials, and memorabilia items with communication purposes; publishing career selection books, employment handbooks for rural laborers, and other related activities.

Developing and organizing the promotion and advertising of images related to vocational education through billboards, screens, posters, badges, symbols at public places, busy intersections, national highways, transportation means; carriers of information, booths, shops, exhibits.

Communicating through news agencies, press units, mass media such as radio, television, print media, online media, electronic information websites, magazines, social networks; through journalistic works, information products with journalistic characteristics, video clips, communication products, newsletters, periodicals, mobile exhibitions, special topic exhibitions...

b) Organizing programs, events, forums, conferences, seminars, competitions, campaigns to understand, create, write news articles, photo stories, reports, films about vocational education with specific communication messages.

c) Supporting the enhancement of capacity for the team working on policy and legal propaganda, propaganda officers.

d) Developing, compiling, updating, and supplementing curricula and materials to organize training on knowledge and skills for propaganda, dissemination of policies and laws, labor, and vocational training for target groups: Students, teachers, managers, civil servants, workers in vocational education institutions, grassroots propaganda teams, and those involved in vocational training counseling for rural laborers.

đ) Organizing counseling on vocational training and employment for rural laborers.

e) Organizing the development of handbooks, guidebooks; operational manuals and other types of books and publications serving vocational training for rural laborers.

g) Organizing investigations, surveys, and forecasts of training and employment demands.

2. Implementation method

Implemented according to Clause 2 of Article 15 of this Circular.

Article 38. Development of Curricula and Textbooks for Primary Level and Less Than Three Months of Training

Developing and improving curricula, textbooks, learning resources; developing curricula and textbooks for primary level and less than three months of training: Implementing according to point b, Clause 2, Article 14 of this Circular.

Article 39. Establishing economic-technical norms and minimum training equipment lists for primary level training and training under three months

Implement in accordance with the provisions of Article 7 and Article 8 of this Circular.

Article 40. Developing vocational education teachers, managers, and instructors

1. Content of support: Building programs, materials, and organizing standardization training and advanced training for teachers, managers, and instructors on pedagogical skills, teaching methods; ability to develop training programs and materials; methods to assess learning outcomes according to standards; occupational skill levels, test banks for assessing occupational skills for practical teaching in vocational education; foreign language proficiency; information technology application skills for teaching, digital transformation, and new technologies; management and vocational training advisory services; business knowledge and entrepreneurship; other specialized knowledge and skills required for job positions.

2. Implementation methods as prescribed in Clause 2 of Article 13 of this Circular.

Article 41. Supporting repair, maintenance, procurement of training equipment, and means for vocational education institutions

1. Supporting repair, maintenance, procurement of training equipment, and means for vocational education institutions in accordance with regulations.

2. Based on objectives, tasks, and allocated funds as stipulated in Circular No. 53/2022/TT-BTC dated August 12, 2022, issued by the Minister of Finance, regarding the management and use of state budget funds for the National Target Program on New Rural Development from 2021 to 2025, and relevant laws.

Article 42. Supporting primary level vocational training and training under three months for rural laborers

Implement in accordance with the provisions of Clause 2 of Article 21 of this Circular.

Chapter V

IMPLEMENTATION

[10]

Article 43. Principles for implementation organization

Implement in accordance with the provisions of Article 4 of Government Decree No. 27/2022/NĐ-CP dated April 19, 2022, on the management and implementation of national target programs (hereinafter referred to as Decree No. 27/2022/NĐ-CP); integrating funding sources to implement activities with common goals among national target programs, other programs, and projects in the same area to avoid scattered investment and waste.

Article 44. Responsibility for Implementation

1. Responsibilities of the Ministry of Labor, Invalids, and Social Affairs

To take the lead and coordinate with relevant ministries, localities, and units to organize implementation: Directing, guiding, and implementing; inspecting, supervising, and compiling implementation status; summarizing, concluding, evaluating, and reporting results regularly and urgently as prescribed.

2. Relevant ministries and sectors

Based on assigned tasks by the Government and Prime Minister, coordinate with the Ministry of Labor, Invalids, and Social Affairs to guide the implementation of the contents stipulated in this Circular.

3. Responsibilities of provincial People's Committees

Implement in accordance with Article 40 of Government Decree No. 27/2022/NĐ-CP and the tasks assigned in the Prime Minister's Decisions approving national target programs for the period 2021-2025.

4. Responsibilities of Departments of Labor, Invalids, and Social Affairs leading and coordinating with relevant departments to advise provincial People's Committees to direct the implementation of vocational education activities within their jurisdiction as prescribed.

5. Responsibilities of vocational education institutions and related agencies

a) Based on actual conditions, build and propose five-year and annual plans to implement sub-projects and components specified in Article 1 of this Circular to the competent authority as prescribed.

b) Organize and implement contents and activities in accordance with the guidance of authorized agencies, ensuring compliance with the goals of national target programs and bearing full responsibility for the results of implementation.

c) Report regularly and urgently on implementation results to the competent authority as prescribed.

6. Ministries, sectors, provincial People's Committees, and related organizations have the responsibility to inspect, supervise, summarize, conclude, evaluate, and compile regular and urgent reports on implementation results to the Ministry of Labor, Invalids, and Social Affairs (through the Vocational Education Administration) as prescribed.

Article 45. Effective Date

1. This Circular takes effect from September 6, 2022.

2. In case the legal documents cited in this Circular are amended, supplemented, or replaced by other legal documents, they shall be implemented in accordance with the amended, supplemented, or replacing documents.

3. During implementation, if there are any difficulties or issues arising, please promptly reflect them to the Ministry of Labor, Invalids, and Social Affairs (through the Vocational Education Administration) for appropriate amendments and supplements.

4. Ministries, ministerial-level agencies, provincial People's Committees, political-social organizations, the Vocational Education Administration, Departments of Labor, Invalids, and Social Affairs, vocational education institutions, and related agencies and individuals are responsible for implementing this Circular./.

Place of Receipt: - Minister (for reporting); - OFFICE OF THE GOVERNMENT (FOR PUBLICATION IN THE GAZETTE); - Government Electronic Portal; - TT CNTT (for posting on the Ministry's website); - To be filed: VT, TCGDNN.

CERTIFIED CONSOLIDATED DOCUMENT DEPUTY MINISTER DEPUTY MINISTER Le Van Than

ANNEX I

PROCEDURE FOR BUILDING, REVIEWING, AND ISSUING MINIMUM TRAINING EQUIPMENT LISTS FOR EACH INDUSTRY AND OCCUPATION AT DIFFERENT LEVELS OF TRAINING AND STANDARDS FOR INFRASTRUCTURE IN PRACTICAL, EXPERIMENTAL, AND TESTING ACTIVITIES

(Attached to Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022, issued by the Minister of Labor, Invalids, and Social Affairs)

This technical regulation sets out technical requirements, testing methods, sampling procedures; management requirements; responsibilities of organizations and individuals producing, trading, and importing cigarettes.

1. Objectives of issuing minimum training equipment lists for each industry and occupation at different levels of training and standards for infrastructure in practical, experimental, and testing activities

a) Training institutions have a basis for planning investments, purchasing training equipment, and building practical, experimental, and testing rooms in a coordinated manner.

b) Investment decision-making authorities have a basis for approving construction projects of practical, experimental, and testing rooms and investing in purchasing training equipment.

c) State management agencies have a basis for assessing capabilities and considering issuance of registration certificates for vocational education activities for training institutions.

2. Principles for compiling the minimum training equipment list for each profession and trade at different levels and degrees of training and material standards in practical, experimental, and testing activities according to professions and trades.

a) Ensuring scientific nature, systematic nature, and flexibility.

b) Ensuring connectivity between different levels and degrees of training and various professions and trades.

c) Ensuring training meets the needs of enterprises and the labor market.

d) Being consistent with standards and regulations for each level and degree of training according to professions and trades.

đ) Being consistent with the national qualification framework, national occupational skill standards, minimum knowledge volume requirements, ability requirements that learners achieve upon graduation, exit criteria, and training programs.

3. Basis for compiling the minimum training equipment list for each profession and trade at different levels and degrees of training and material standards in practical, experimental, and testing activities according to professions and trades.

a) Practical production requirements, actual training conditions, and specific regional conditions.

b) The national qualification framework, national occupational skill standards, minimum knowledge volume requirements, ability requirements that learners achieve upon graduation, exit criteria, and training programs.

c) Based on issued standards and regulations.

d) Referencing foreign experiences to determine material standards in practical, experimental, and testing activities according to professions and trades and the minimum training equipment list for each profession and trade scientifically, effectively, and practically.

4. Methods for compiling the minimum training equipment list for each profession and trade at different levels and degrees of training and material standards in practical, experimental, and testing activities according to professions and trades.

a) Standard method: Based on issued standards and regulations to compile material standards in practical, experimental, and testing activities according to professions and trades and the minimum training equipment list for each profession and trade at different levels and degrees of training.

b) Comprehensive statistical method: Based on data from surveys at training institutions, production and business establishments, research centers; based on experience or comparative parameters to estimate and compile material standards in practical, experimental, and testing activities according to professions and trades and the minimum training equipment list for each profession and trade at different levels and degrees of training.

c) Experimental analysis method: Based on implementing research, calculating each type of equipment, standard according to scientific research procedures, conducting experiments to evaluate results for each type of equipment and standard required.

II. PROCEDURE FOR BUILDING AND REVIEWING THE MINIMUM TRAINING EQUIPMENT LIST FOR EACH PROFESSION AND TRADE AT DIFFERENT LEVELS AND DEGREES OF TRAINING

1. Establishing the Steering Committee for Compiling the Minimum Training Equipment List (Steering Committee).

a) The agency assigned the task of organizing the compilation of the minimum training equipment list decides to establish the Steering Committee for Compiling the Minimum Training Equipment List for each profession and trade.

b) Composition of the Steering Committee for Compiling the Minimum Training Equipment List.

The Steering Committee for Compiling the Minimum Training Equipment List at the intermediate level and college level has 07 or 09 members, at the basic level and training under 3 months has 03 or 05 members. Depending on the workload and specific conditions of each profession and trade to be compiled, the organizing agency decides the number of Steering Committee members.

The Steering Committee consists of: Chairperson, Deputy Chairperson, and members, including 01 (one) member兼任秘书。

Members of the Steering Committee are teachers, managers, and scientific and technical staff with expertise in the field and profession for compiling the minimum training equipment list.

c) Criteria for members of the Steering Committee: For Steering Committee members at the intermediate level, college level, they must have a bachelor's degree or higher; for Steering Committee members at the primary level and training under three months, they must have a secondary level degree or higher; they must have at least five years of experience in the relevant field or profession and currently work in those fields or professions.

2. The Minimum Training Equipment List Review Board (Review Board)

a) The agency issuing the minimum training equipment list decides to establish the Review Board and specifies its functions, tasks, and operating principles.

b) Composition of the Review Board: The Review Board for intermediate and college levels consists of seven or nine members, while the Review Board for primary level and training under three months consists of three or five members. Based on the workload of each field or profession, the agency issuing the minimum training equipment list determines the number of Review Board members accordingly.

c) The Review Board includes: Chairman of the Board, Vice-Chairman of the Board, and members, among whom one member serves as Secretary of the Board.

d) Members of the Review Board are teachers, managers, and scientific and technical staff with expertise in the field and profession being compiled into the minimum training equipment list.

đ) Criteria for members of the Review Board: For Review Board members at the intermediate and college levels, they must have a bachelor's degree or higher; for Review Board members at the primary level and training under three months, they must have a secondary level degree or higher; they must have at least five years of experience in the relevant field or profession and currently work in those fields or professions, and they cannot be members of the Steering Committee of the field or profession being reviewed.

3. Procedures for organizing the compilation, review, and issuance of the minimum training equipment list

a) Preparation

The agency tasked with organizing the compilation of the minimum training equipment list trains the Steering Committee on methods and procedures for compilation; trains the Review Board on methods and procedures for review.

The Steering Committee develops an overall outline and detailed outline; organizes meetings and discussions to develop the outlines and implement plans.

b) Establish a minimum list of training equipment

The content of establishing a minimum list of training equipment includes:

Determining the number of functional rooms (practical, experimental, laboratory).

Determining the basic requirements for each piece of equipment in each functional room (type; minimum quantity; pedagogical requirements; basic technical requirements).

c) Organizing seminars; soliciting expert opinions and conducting surveys to evaluate practical experience

Organizing seminars (at least 20 participants).

Soliciting independent expert opinions (at least 15 experts).

Conducting surveys at vocational education institutions, production, business, and service facilities (at least 15 facilities) for intermediate and college-level training programs; at least 5 facilities for primary-level training programs and training programs lasting less than three months.

Based on expert opinions and survey results, the Steering Committee will revise, complete, and compile the overall minimum list of training equipment.

d) Reviewing the minimum list of training equipment

The agency tasked with organizing the establishment of the minimum list of training equipment develops a review plan and sends relevant materials to the members.

Members of the Review Board study the draft minimum list of training equipment and related documents to prepare written comments and evaluations of the draft minimum list of training equipment and report to the Chairman of the Review Board.

đ) Content of the review meeting

The Steering Committee reports the draft minimum list of training equipment. The Steering Committee answers questions from the Review Board.

Members of the Review Board discuss and publicly evaluate the draft minimum list of training equipment.

Members of the Review Board assess the quality of the draft minimum list of training equipment through secret ballot according to the following levels:

Level 1: Meets the requirement for issuance.

Level 2: Meets the requirement but must be revised before issuance.

Level 3: Does not meet the requirement and needs to be rebuilt.

The Chairman of the Review Board compiles the evaluation opinions of the Review Board members and concludes on the quality of the minimum list of training equipment based on the consensus of all participating Review Board members (according to one of the three levels specified above). If the draft minimum list of training equipment requires revision, the Chairman of the Review Board will specify the details of the revisions. In case the draft does not meet the requirements and needs to be rebuilt, the Chairman of the Review Board will decide on the organization of another review process for the Steering Committee to complete the dossier according to the Chairman's conclusion.

The Chairman of the Review Board compiles and reports to the agency tasked with organizing the establishment of the minimum list of training equipment about the review results.

e) Issuing the minimum list of training equipment

Based on the minutes of the review, the review conclusions, and the revision report (if any), the competent authority signs to issue the minimum list of training equipment as prescribed.

The agency tasked with organizing the establishment of the minimum list of training equipment guides, monitors, and supervises the process of establishing and reviewing the minimum list of training equipment.

4. Amending and supplementing the minimum list of training equipment

Amendments and supplements to the minimum list of training equipment shall be carried out when the issued minimum list of training equipment is no longer suitable for new conditions regarding implementation organization and technical standards and quality as stipulated by competent state agencies.

When there is a need to amend and supplement the minimum list of training equipment, the competent authority shall develop a plan and implement adjustments and supplements in accordance with this Circular.

III. PROCEDURE FOR BUILDING AND REVIEWING INFRASTRUCTURE STANDARDS IN PRACTICE, EXPERIMENTATION, TESTING BY TRADES AND OCCUPATIONS

1. Establishing the Steering Committee for Building Infrastructure Standards in Practice, Experimentation, Testing by Trades and Occupations (Steering Committee)

a) The agency tasked with building infrastructure standards in practice, experimentation, testing establishes the Steering Committee for Building Infrastructure Standards in Practice, Experimentation, Testing by Trades and Occupations.

b) Composition of the Steering Committee for Building Infrastructure Standards in Practice, Experimentation, Testing

The Steering Committee for Building Infrastructure Standards in Practice, Experimentation, Testing consists of seven or nine members. Depending on the workload and specific conditions of each trade or occupation requiring standardization, the organizing agency decides on the number of Steering Committee members.

The Steering Committee consists of: Chairperson, Deputy Chairperson, and members, including 01 (one) member兼任秘书。

Members of the Steering Committee are teachers, managers, and scientific and technical staff with expertise in the trades or occupations for which infrastructure standards in practice, experimentation, testing are being built.

c) Criteria for Steering Committee members: Hold a bachelor's degree or higher; have at least five years of experience in the trades or occupations for which infrastructure standards in practice, experimentation, testing are being built and currently work in those fields.

2. The Review Board for Infrastructure Standards in Practice, Experimentation, Testing by Trades and Occupations (Review Board)

a) The agency issuing infrastructure standards in practice, experimentation, testing decides to establish the Review Board for Infrastructure Standards in Practice, Experimentation, Testing and specifies its functions, tasks, and working principles.

b) Composition of the Review Board: The Review Board consists of seven or nine members. Based on the workload of each trade or occupation, the agency issuing infrastructure standards in practice, experimentation, testing decides on the appropriate number of Review Board members.

c) The Review Board includes: Chairman of the Board, Vice-Chairman of the Board, and members, among whom one member serves as Secretary of the Board.

d) Members of the Review Board are teachers, managers, and scientific and technical staff with expertise in the trades or occupations for which infrastructure standards in practice, experimentation, testing are being built.

d) Standards for members of the Review Board: Hold a bachelor's degree or higher in relevant fields; have at least five years of experience in the industry or profession required to establish the basic material standards in practice, experimentation, and testing; currently working in areas related to that industry or profession and not being a member of the Steering Committee of the industry or profession under review.

3. Procedures for organizing the establishment, review, and issuance of basic material standards in practice, experimentation, and testing.

a) Preparation

The agency assigned to organize the establishment of basic material standards in practice, experimentation, and testing shall train the Steering Committee on methods and procedures for establishing such standards and train the Review Board on methods and procedures for reviewing such standards.

The Steering Committee develops an overall outline and detailed outline; organizes meetings and discussions to develop the outlines and implement plans.

b) Establishing basic material standards in practice, experimentation, and testing.

Content of establishment includes:

Determining the number of functional rooms; determining the general structure of functional rooms (workplace for room/x factory/camp supervisors; storage space for tools, equipment, materials (warehouse); changing room, bathing, and sanitation area; placement of machinery, equipment, and practice areas; repair area for machinery and completion of products...).

Determining the minimum area for each functional room.

Proposing layout diagrams for equipment placement in each functional room.

Establishing standards according to each functional room: Depending on specific industries or professions, determine one of the following standards: lighting standard; fire prevention and control standard; electromagnetic field standard; electrical safety standard; radiation standard; water supply and drainage standard; lightning protection standard; noise level standard; vibration standard; cleanliness standard; dust standard; humidity standard; temperature standard; safe distance standard; workspace standard; ventilation standard; slope standard...

c) Organizing seminars; soliciting expert opinions and conducting surveys to evaluate practical experience

Organizing seminars (at least 20 participants).

Soliciting independent expert opinions (at least 15 experts).

Conduct surveys at vocational education institutions, production, business, and service facilities (at least fifteen facilities).

Based on expert opinions and survey results, practical evaluations, the Steering Committee will revise, perfect, and compile the overall basic material standards in practice, experimentation, and testing.

d) Reviewing basic material standards in practice, experimentation, and testing.

The agency assigned to organize the establishment of basic material standards in practice, experimentation, and testing shall develop a review plan and send relevant documents to the members.

Members of the Review Board shall study the draft of basic material standards in practice, experimentation, and testing and related documents to prepare written comments and evaluations on the draft standards and report to the Chairman of the Review Board.

đ) Content of the review meeting

The Steering Committee reports the draft of basic material standards in practice, experimentation, and testing.

The Steering Committee answers questions from the Review Board.

Members of the Review Board discuss and publicly evaluate the draft of basic material standards in practice, experimentation, and testing.

Members of the Review Board assess the quality of the draft of basic material standards in practice, experimentation, and testing through secret ballot according to the following levels:

Level 1: Meets the requirement for issuance.

Level 2: Meets the requirement but must be revised before issuance.

Level 3: Does not meet the requirement and needs to be rebuilt.

The Chairman of the Review Board compiles the evaluation opinions of the Review Board members and concludes on the quality of the basic material standards in practice, experimentation, and testing based on consensus among all participating Review Board members (according to one of the three levels specified above). If the draft of basic material standards in practice, experimentation, and testing requires revision, the Chairman of the Review Board will specify the details of the revisions. In cases where the draft does not meet requirements and needs to be rebuilt, the Chairman of the Review Board will decide on the re-review process for the Steering Committee to complete the dossier according to the Chairman's conclusion.

The Chairman of the Review Board compiles and reports to the agency assigned to organize the establishment of basic material standards in practice, experimentation, and testing about the review results.

e) Issuing basic material standards in practice, experimentation, and testing.

Based on the minutes of the review, the review conclusions, and the revised report (if any), the competent authority signs to issue the basic material standards in practice, experimentation, and testing as prescribed.

The agency assigned to organize the establishment of basic material standards in practice, experimentation, and testing shall guide, inspect, and supervise the process of establishing and reviewing basic material standards in practice, experimentation, and testing.

4. Amending and supplementing basic material standards in practice, experimentation, and testing.

Amendments and supplements to basic material standards in practice, experimentation, and testing shall be carried out when the established standards no longer comply with new conditions regarding implementation organization and technical and quality standards stipulated by authorized state agencies.

When there is a need to amend and supplement basic material standards in practice, experimentation, and testing, the competent authority shall develop a plan and implement amendments and supplements in accordance with this Circular.

ANNEX II

PROCEDURE FOR COMPOSING AND REVIEWING BANKS OF KNOWLEDGE CHECK QUESTIONS AND PRACTICE TESTS.

(Attached to Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022, issued by the Minister of Labor, Invalids, and Social Affairs)

I. PRINCIPLES AND REQUIREMENTS FOR COMPOSING KNOWLEDGE CHECK QUESTIONS AND BANKS OF PRACTICE TESTS.

1. Principles for composing multiple-choice questions.

a) Each multiple-choice question is composed to test only one essential knowledge component according to the competency unit's performance criteria at a skill level to assess that competency at a certain skill level.

b) Multiple-choice questions must ensure differentiation from other multiple-choice questions and be appropriate to the skill level. Within a bank of questions at a particular skill level, the content of the questions must not overlap.

c) Multiple-choice questions are composed in the form of true/false questions and multiple-choice questions with several options.

d) Multiple-choice questions with two options (correct or incorrect) designated as A and B, which are prepared to assess the specialized knowledge and technical skills of workers according to their components and criteria for implementing basic and general competencies at all levels of vocational skill proficiency, and specialized competencies at level 1.

đ) Multiple-choice questions with multiple options designated as A, B, C, and D, which are prepared to assess the specialized knowledge and technical skills of workers according to their components and criteria for implementing specialized competencies at levels 2 to 5 of vocational skill proficiency.

2. Principles for preparing essay questions

a) Each essay question must comprehensively test essential knowledge content according to components and criteria for implementing competency units within one level of vocational skill proficiency.

b) Essay questions may be prepared (if necessary) to assess specialized knowledge and technical skills of workers at levels 4 to 5 of vocational skill proficiency.

c) Essay questions are graded on a scale of 100 points, with each question being worth 100 points.

3. Principles for preparing practical examination papers

a) Practical examination papers must ensure the assessment of important skills according to components and criteria for implementing competencies within one level of vocational skill proficiency.

b) Practical examination papers must be consistent with the national framework of vocational skill proficiency levels.

c) Practical examination papers must be consistent with the technology and techniques commonly used at the time of preparation.

d) Practical examination papers must facilitate the organization of national vocational skill proficiency assessment periods at skill assessment organizations.

4. Requirements for questions

a) For multiple-choice questions

Each multiple-choice question must have only one correct option marked as A.

For multiple-choice questions with multiple options, the following requirements must be met:

The options in the question must not negate each other or provide hints that could lead to identifying the correct answer;

Incorrect or irrelevant options that can lead to predicting the correct answer should not be included; Avoid using absolute terms such as "all, always, certainly,..." in the options;

Negative statements should not be used in the options when the question is in negative form;

The length of each option must be approximately equal.

b) For essay questions: each essay question must specify the requirements and tasks for participants to perform; materials and tools permitted during the examination; detailed marking guidelines to ensure objectivity in scoring, and other notes (if applicable).

c) Time required to answer each question

For true/false multiple-choice questions, the time to answer each question is 1 minute;

For multiple-choice questions with multiple options, the time to answer each question is 1.5 minutes.

For essay questions, the time to answer each question shall not exceed 120 minutes.

d) Number of questions to be prepared.

The number of questions to be prepared must be sufficient to evaluate essential knowledge, but shall not be less than 250 multiple-choice questions or 4 essay questions for each level of vocational skill proficiency. Among them, the proportion of multiple-choice questions or the content of essential knowledge belonging to the group of basic competencies accounts for 5-20%, the group of general competencies accounts for 20-25%, and the group of specialized competencies accounts for 55-75%.

đ) Requirements for knowledge tests:

Each knowledge test consists of 60-90 multiple-choice questions according to the ratio specified in Clause 5 of this Article or 1 essay question.

Knowledge tests must cover all essential knowledge content according to components and criteria for implementing competency units within one level of vocational skill proficiency.

Participants are recognized as passing the knowledge test if they correctly answer at least 60% of the multiple-choice questions or score 60 points or more out of 100 for the essay question.

5. Requirements for practical examination papers

a) Each practical examination paper must include the following contents: duration, examination requirements, materials, equipment and tool list, points to note, evaluation criteria and standards, marking guidelines, marking methods, and examination organization instructions.

b) Depending on the characteristics of each profession, practical examination papers are prepared in the form of work performance tests through operations on equipment, devices, tools, or work performance tests through operations on paper, or work performance tests through operations on equipment, devices, tools combined with operations on paper.

c) Each practical examination paper must assess practical job skills and compliance with labor safety and hygiene according to implementation criteria for each competency within the three groups of competencies at each level of the profession's skill proficiency, ensuring coverage of practical skills according to a ratio of 20-25% for basic competencies, 20-25% for general competencies, and 50-60% for specialized competencies.

d) The maximum standard duration for completing a practical examination paper is 8 hours. In cases where the standard duration exceeds 4 hours, appropriate rest breaks must be provided.

đ) The minimum number of practical examination papers to be prepared for one level of vocational skill proficiency is three.

e) Points for practical examination papers

The maximum score for a practical examination paper is 100 points. Participants are recognized as passing the practical examination if they achieve a score of sixty (60) points or higher.

In cases where the examination has two or more tasks and there are minimum scores that must be achieved for each task. (based on the level of necessity and importance of each task, the Compilation Team decides whether to set a minimum score for each task or not). A participant is recognized as passing when they achieve a final score of sixty (60) points or higher and must meet the minimum score for each task.

II. ESTABLISHMENT OF THE QUESTION BANK AND PRACTICE TEST COMMISSION

1. Vocational education institutions, training centers, research institutes, enterprises, professional associations, and other organizations designated by the competent authority (the General Department of Vocational Education pursuant to Clause 8, Article 3 of Decree No. 140/2018/NĐ-CP dated October 8, 2018 of the Government amending and supplementing certain decrees related to investment conditions and administrative procedures under the management of the Ministry of Labor, Invalids and Social Affairs) shall be assigned to organize the compilation of the question bank for knowledge testing and practice test papers (hereinafter referred to as the question bank and practice papers) for national skill assessment.

2. The unit assigned the main task of organizing the compilation shall be selected by the General Department of Vocational Education based on the following criteria and shall perform the following tasks:

a) Selection criteria

Priority shall be given to units with a team of experts who have participated in developing the national skill standards or who have been issued a national skill assessor card for the profession assigned to compile;

Having experience in training or production, application research, and technology transfer related to the profession assigned to compile.

b) Tasks: Issuing a decision to establish the Question Bank and Practice Paper Commission (hereinafter referred to as the Commission) for each profession and providing necessary conditions for the Commission to carry out the compilation work.

3. The members of the Commission include those who have been issued a national skill assessor card for the profession assigned to compile, or those who have participated in developing the national skill standards, or individuals with a bachelor's degree or higher and at least five years of direct work, research, or teaching experience in the corresponding field/profession.

4. The number of Commission members varies according to the profession but must be at least seven (07) members. Among them, at least one-third of the members must not belong to the organization chosen to compile.

5. The Commission is responsible for:

a) Conducting activities to compile the question bank and practice papers; being responsible for the content and quality of the question bank and practice papers assigned to compile;

b) Preparing a dossier for the review of the question bank and practice papers. The dossier includes the following documents: one (01) report on the process of compiling the question bank and practice papers; one (01) draft of the question bank and practice papers; intermediate products used during the compilation process.

c) Incorporating and refining the draft of the question bank and practice papers according to the conclusions of the Review Board.

d) Implementing regular and ad hoc reporting on the compilation of the question bank and practice papers as required by the General Department of Vocational Education and reporting to the General Department of Vocational Education about limitations, issues, and proposals for updating the national skill standards of the profession assigned to compile.

đ) Destroying the question bank and practice papers after the review and handover to the General Department of Vocational Education, without copying, retaining, using, sharing, exchanging, providing, or transferring in any form.

III. COMPILE KNOWLEDGE TESTING QUESTIONS (HEREINAFTER REFERRED TO AS QUESTIONS)

1. Based on the national skill standards of the profession to be compiled, create a list of essential knowledge items for the profession.

2. Based on the list of essential knowledge items, identify repeated knowledge items, arrange essential knowledge items by level of importance and frequency of repetition, and allocate the number of multiple-choice questions to be compiled according to basic competencies, general competencies, and specialized competencies, or determine the content to be included in essay questions for specific skill levels.

3. Based on the created list, compile multiple-choice questions or essay questions for each skill level. Multiple-choice questions must contain complete content; diagrams (if applicable); answer options; correct answer option. Essay questions must include requirements and tasks for participants to perform; materials and tools allowed to use during the test; detailed marking guidelines to ensure objectivity in marking and other notes (if applicable).

4. Review and verify the compiled questions.

5. Solicit feedback from at least twenty experienced professionals in the profession being compiled and hold a workshop with the professionals to refine and perfect the compiled questions.

IV. COMPILE PRACTICE TESTS

1. Based on the national skill standards of the profession to be compiled, create a list of important skills for the profession.

2. Based on the list of important skills, identify repeated skills, arrange important skills by level of importance and frequency of repetition, and determine the skills to design practice tests for each skill level.

3. Based on the arranged list of important skills by level of importance and frequency of repetition, compile practice tests for each skill level. The practice test must include all contents: Test name; skill level; time to complete; test requirements; materials, tools, equipment; floor requirements; matters to note; marking guide; marking criteria and organizational guidance for conducting the test.

4. Based on the practical examination tests compiled, compile a list of equipment, machines, and tools to assess national vocational skills for each level of vocational skill proficiency.

5. Send out for comments from at least twenty experts and conduct workshops with the experts who have been solicited for opinions to revise and perfect the practical examination tests that have been compiled.

V. ORGANIZING THE TRIAL EVALUATION OF THE QUESTION BANK FOR KNOWLEDGE TESTING AND THE PRACTICAL TEST BANK

For each level of vocational skill proficiency, organize at least one (01) trial evaluation session for the question bank and the practical test bank that have been compiled. The organization of the trial evaluation includes the following steps:

1. Establish the trial evaluation organizing committees; carry out preparatory work and organize the trial evaluation sessions.

2. Select the evaluation subjects. The participants in the trial evaluation at each specific level of vocational skill proficiency must be individuals meeting the conditions stipulated in Article 16 of Decree No. 31/2015/NĐ-CP. The number of participants shall not be less than fifteen (15) people in one (01) trial evaluation session for questions and not less than five (05) people in one (01) trial evaluation session for practical test.

3. Conduct the trial evaluation.

4. Score the evaluations; compile the results of the trial evaluation and prepare an analysis report on the trial evaluation results.

5. Based on the analysis report of the trial evaluation results, adjust, modify, supplement, improve, or eliminate questions and practical test papers that are not appropriate.

VI. ORGANIZING THE REVIEW OF THE QUESTION BANK FOR KNOWLEDGE TESTING AND THE PRACTICAL TEST BANK

1. The Vocational Education General Department establishes the Review Board for the Question Bank and Practical Test Bank (hereinafter referred to as the Review Board) to review the application for review received.

2. Number of members, structure, and composition of the Review Board

The number of Review Board members is odd and has at least seven (07) members, including: Chairman, Secretary, and other members. The composition of the Review Board includes representatives of the Vocational Education General Department; researchers, teachers, or managers in vocational education, persons with experience in implementing assessments and issuing national vocational skill certificates; experts in occupational safety and technology of enterprises and units with related professional activities and who did not participate in the compilation of the question bank and practical test bank of the profession under review; priority should be given to those who have been issued an assessment officer card or have participated in building or reviewing national vocational skill standards of the profession to be reviewed.

3. Principles of operation of the Review Board

a) The Review Board operates under the chairmanship of the Chairman of the Review Board; meetings of the Review Board must have at least two-thirds (2/3) of the members present and notify the Drafting Team to attend.

b) The Review Board operates according to the principle of democratic centralism, each member of the Review Board must prepare written comments and evaluations on the contents of the documents in the application for review received and express their opinions at the Review Board's meetings for discussion, analysis, and public evaluation by the Review Board members attending the meeting; the Drafting Team, if invited to attend the meeting, is responsible for explaining the opinions of the Review Board members if requested.

c) The Review Board evaluates the quality of the draft question bank and practical test bank in the application for review received through secret voting by the Review Board members at three (03) levels: meet requirements; need to be revised according to requirements and reported to the Review Board; do not meet requirements and need to be recompiled.

d) The conclusion of the Chairman of the Review Board based on the majority vote of the members' evaluations is the official opinion of the Review Board. Other opinions differing from the Chairman's conclusion are retained and sent together with the report to the Vocational Education General Department.

đ) Members of the Review Board are responsible for destroying the draft question bank and practical test bank after the review, without copying, photographing, retaining, using, sharing, exchanging, providing, or transferring in any form.

4. Content of the review

The review focuses on the following aspects: Review compliance with principles and requirements for compiling knowledge testing questions, knowledge testing papers, and practical test papers; review compliance with the compilation process; review suitability regarding time, content, answers of multiple-choice questions, and content, marking guidelines of essay questions; suitability regarding the structure of knowledge testing papers; suitability regarding content, grading scale, evaluation methods, feasibility, and implementation time of practical test papers.

VII. SUBMITTING FOR APPROVAL OF THE QUESTION BANK FOR KNOWLEDGE TESTING AND THE PRACTICAL TEST BANK AFTER MEETING REVIEW REQUIREMENTS

1. The Vocational Education General Department approves the question bank and practical test bank after they have met the review requirements and can be used to establish test papers for national vocational skill assessment periods as prescribed.

2. After approval, the question bank and practical test bank will be compiled comprehensively, encoded, and entered into information technology software for management, storage, mixing, and setting up test papers to serve assessment activities and issuance of national vocational skill certificates.

VIII. REVISING AND SUPPLEMENTING THE QUESTION BANK FOR KNOWLEDGE TESTING AND THE PRACTICAL TEST BANK

Revisions and supplements to the question bank and practical test bank of a profession are carried out when the national vocational skill standards of that profession are updated, supplemented, adjusted, or modified to be consistent with changes in production and business activities and regional and global integration requirements./.