Decision No. 427-QD on the issuance of the Interim Regulation on Labor General Secondary Schools

Pursuant to …;

||| Issued by the Ministry of Education Decision No. 427/QD

||| dated June 23, 1975 Temporary Regulations on Labor General Secondary Schools

THE MINISTER OF EDUCATION AND TRAINING

||| - Based on Decree No. 19-CP dated January 29, 1966 and Decree No. 6-CP dated January 7, 1971 of the Council of Ministers stipulating the tasks, powers, and organizational structure of the Ministry of Education;

||| - Based on Directive No. 110-CP dated July 13, 1968 of the Council of Ministers stipulating the direction, tasks for developing supplementary education and strengthening leadership over supplementary educational work;

||| - Based on the need to establish management systems, teaching, and learning practices in labor general secondary schools;

||| - At the proposal of the Director of the Supplementary Education Department,

Pursuant to …;

Article 1. ||| Enacts the "Temporary Regulations on Labor General Secondary Schools" (attached to this decision) applicable to all labor general secondary schools at the district, provincial, city, and central levels.

Article 2. ||| The Directors of the Office, the Director of the Supplementary Education Department, and the Director of the Cadre Organization Department of the Ministry of Education shall be responsible for implementing this Decision.

REGULATIONS

||| TEMPORARY REGULATIONS ON LABOR GENERAL SECONDARY SCHOOLS
||| (Issued together with Decision No. 427-QD dated June 23, 1975 of the Ministry of Education)

PART I

GENERAL PROVISIONS

Article 1. ||| Labor general secondary schools are organized at the district, provincial (city directly under the Central Government) (¹)and central levels as concentrated supplementary education institutions, basic organizations within the general education system, where cultural studies are exclusively provided for cadres in leadership and management positions and research cadres directing various sectors and levels.

Article 2. ||| The purpose of labor general secondary schools is to enhance cadres from various sectors and levels with fundamental and practical general cultural knowledge, creating favorable conditions for their study of Marxism-Leninism, Party policies and state guidelines, scientific and technical knowledge, economic management, and state administration, contributing to improving their capacity to fulfill assigned tasks.

||| Through the process of imparting new knowledge, the school also aims to cultivate habits and methods of self-study and research among students, as well as their ability to apply knowledge to practice after graduation.

Article 3. ||| The task of labor general secondary schools is to organize and manage the teaching activities of teachers and the learning activities of students in accordance with the objectives, content, methods, and teaching plans prescribed by the Ministry of Education.

||| The school also has the task of drawing lessons and refining the content and methods of teaching and learning for older adults, contributing to building supplementary education science.

Article 4. ||| Labor general secondary schools primarily organize concentrated learning for students. In addition to the concentrated learning system - depending on requirements and capabilities - the school may open part-time classes to enroll students who are similar to those in the concentrated classes.

Article 5. ||| The curriculum content, examination system, textbooks, and class schedules for each level in labor general secondary schools must comply with current regulations (Directive No. 35-CT dated October 25, 1974 and the final examination regulations for grade III dated April 21, 1975 of the Ministry of Education).

Article 6. ||| The establishment (or dissolution) of district and provincial labor general secondary schools is decided by the provincial administrative committee based on the proposals of the Departments of Education. The establishment (or dissolution) of central labor general secondary schools is decided by the Ministry of Education.

||| Each labor general secondary school, according to its regulations and requirements, may offer primary, secondary, or high school levels.

||| Central labor general secondary schools and provincial labor general secondary schools are permitted to offer high school levels. Only district labor general secondary schools (township) (¹) wishing to offer high school levels must obtain permission from the Ministry of Education.

||| All administrative agencies, specialized agencies, mass organizations, and individuals must respect the teaching and learning regulations of the school, not use school premises for other purposes, and not interfere in the school's professional activities without the approval of the educational authority managing the school and the principal's consent.

Chapter II

STUDENTS

Article 7. ||| Students of labor general secondary schools are cadres (mainly leaders and managers) working in state, party, and mass organizations at all levels, socialist economic and social bases (belonging to both state and collective economic sectors), heroes, and model workers continuously for two years or more, in good health, under 50 years old, officially sent by relevant agencies and units according to enrollment quotas and plans for each course and year.

||| The specific enrollment targets for labor general secondary schools at each level are defined as follows:

||| 1. District labor general secondary schools mainly admit students who are cadres at the commune level, including heads of departments, heads of committees, and cooperative leaders and deputy leaders, as well as accountants.

||| The school may also accept other candidates such as deputy department heads, committee members, and cooperative management board members (primarily those responsible for technology, planning, and finance), team leaders, and production team deputies with very low educational levels or those identified for training as key leaders at the commune and cooperative levels.

||| Some county-level cadres, due to difficult conditions, cannot attend provincial labor general secondary schools and are admitted to district labor general secondary schools.

||| 2. Provincial labor general secondary schools admit students who are leaders and managers, researchers, and directors working in state, party, and mass organizations, county and provincial enterprises; leaders and managers are selected from department heads at the county level and deputy department heads at the provincial level (in enterprises and farms, they are selected from deputy plant managers and equivalent positions), while researchers and directors are selected from grade 2 cadres (female cadres and cadres from ethnic minorities are selected from grade 1).

3. The Central General Education School admits trainees who are leaders, managers, researchers, and core and successor cadres working at central-level state, mass organizations, and party agencies, employees of centrally-affiliated enterprises located near the school, local cadres under central management and approved by the Central Organization Board to attend the Central General Education School; leaders and managers taken from department heads, deputy department heads, chief and deputy workshop supervisors (and equivalent positions) and above; researchers taken from level 3 cadres (female or ethnic cadres from level 2).

4. Cadres from central-level agencies and enterprises currently stationed in provinces and districts, if they have qualifications equivalent to those mentioned above, may also be admitted to study at provincial general education schools.

Article 8. Admissions to general education schools are handled by the Party's and government's organizational departments, closely coordinating with the educational sector according to annual targets set out in the education development plan.

The school has the responsibility and authority to admit (or not admit) trainees for study in accordance with the provisions stipulated in Article 7 and must report to higher education management authorities regarding trainees who do not meet the criteria outlined in Article 7.

Article 9. Trainees at general education schools have the following responsibilities:

1. To correctly determine their motivation, attitude, and learning methods: attending a general education school to focus on cultural studies is both a right and a duty of cadres; they must diligently delve into studying lessons, grasping fundamental knowledge in each lesson and subject to apply it to practical situations; strictly follow classroom lectures, actively complete assignments and study at home, and participate in extracurricular activities as prescribed by the school, guided by class advisors and subject teachers.

2. Participate in labor to improve living conditions, respect and protect school assets, consolidate school premises and other material resources to better serve teaching and learning requirements.

3. Regularly participate in collective learning organizations such as groups, teams, and classes.

4. Fully comply with school regulations.

Article 10. Trainees at general education schools enjoy the following rights:

1. To study the full and complete curriculum and textbooks issued by the Ministry of Education as required by the school and the sending agency.

The time spent in classroom study, individual, group, and team study hours, and participation in extracurricular activities must be fully respected by all individuals and organizations.

2. Directly or through organizations, provide feedback or suggestions to school leadership regarding school organization and management issues generally, and the content and teaching methods of teachers.

Chapter III

TEACHERS

Article 11. Teachers at general education schools are professional educators trained, developed, managed, and utilized by the education sector, possessing political, cultural, and pedagogical qualifications as prescribed to teach the entire grade level they are responsible for, with experience applying general teaching principles and methods to adult education.

The education sector has the responsibility to assign high-quality teachers to work at general education schools.

Article 12. The primary responsibility of subject teachers at general education schools is to deliver classes, teach, and guide experiments and practices according to the assigned workload and number of hours as stipulated by the principal, complete the subject teaching plan within the specified timeframe and requirements set by the Ministry of Education, and be accountable to the principal for the academic performance of trainees.

Article 13. At the beginning of each course, the principal designates a teacher as the class advisor.

The primary responsibility of the class advisor is to monitor and manage the trainees' academic progress (in class and at home), and be accountable to the principal for the class's academic discipline and compliance with internal regulations. At the end of the course, the class advisor must record overall assessments of the trainees' spirit and academic performance.

Article 14. To effectively fulfill the tasks outlined in Articles 12 and 13, each teacher at a general education school must:

1. Develop a subject teaching plan for each semester and the entire course based on a thorough understanding of the basic knowledge and skills of the curriculum. Class advisors must develop a class management plan for each semester and the entire course according to the principal's requirements and guidelines.

2. Carefully prepare lessons according to the teaching schedule and curriculum distribution without arbitrarily changing the curriculum.

3. Understand trainees' mental states, attitudes towards learning, psychological and physiological characteristics, actual current cultural levels, practical knowledge, and ability to absorb new knowledge... to adopt appropriate teaching methods, apply real-life examples, and have plans to nurture excellent trainees and tutor weaker ones.

4. Regularly participate in professional meetings: attend faculty councils, subject teacher groups (subject-specific or class advisors), and subject teacher clusters. Fully implement the rules of professional groups and clusters such as visiting classes, observing lessons, reflecting on personal and others' teaching methods for adult education, writing teaching experiences and subject special topics.

5. Promote a sense of collective ownership, participate in building common policies for the school in each semester and throughout the course, and actively implement these policies.

6. Continuously study and cultivate oneself: thoroughly understand the Party's policies, especially those related to supplementary education, clearly recognize the importance of one's job, and strive to continuously improve political, ideological, and professional competence, becoming a good and excellent supplementary education teacher, both politically sound and professionally competent.

Article 15. Teachers at general education schools have the following rights:

1. Request all individuals and organizations to respect and ensure the class hours and other educational activities as prescribed in the program and plan.

2. Participate in discussions and the development of policies and plans for the school's work for each semester and each academic year: criticize any mistakes and shortcomings in the leadership and management work of the principal and other organizations within the school.

3. Be provided with cultural, political, and vocational training according to a general program and plan similar to that for teachers at the same level in public schools, and specific issues necessary for the supplementary education sector.

Chapter IV

||| MANAGEMENT AND LEADERSHIP ORGANIZATION

Article 16. County-level Labor Vocational Secondary Schools are under the County Education Office, while Provincial-level Labor Vocational Secondary Schools are under the Provincial Department of Education. Central-level Labor Vocational Secondary Schools are under the Ministry of Education, managed by the Department of Supplementary Education. All operate under the leadership of the local Party Committee and government authorities.

Departments, bureaus at the county, provincial, and central levels, depending on their functions, have the responsibility to coordinate with the education sector in student recruitment and sending cadres to study in accordance with the training and cadre development planning of each sector and locality, and the standards set by the school. They assist Labor Vocational Secondary Schools in resolving issues related to infrastructure, teaching equipment, food supplies, etc. The County Education Offices, Provincial Departments of Education, and the Department of Supplementary Education (and relevant Departments and Bureaus under the Ministry of Education) manage and direct Labor Vocational Secondary Schools in all aspects, particularly regarding curriculum, teaching methods, and implementation of school regulations concerning organization, management, enrollment, examinations, etc.

Article 17. In addition to the principal and vice-principal assisting the principal, Labor Vocational Secondary Schools have the following organizations to help the principal lead and manage the school:

1. Teachers' Council;

2. Subject Teacher Groups;

3. Class Teacher Group;

4. Administrative, organizational, and management departments such as teaching affairs, health, dining hall, etc. (depending on the scale of each school).

Article 18. The principal of a Labor Vocational Secondary School has the authority and responsibility to manage all aspects of the school's operations in accordance with the Party's educational policy on supplementary education, ensuring the completion of the teaching program for each academic year within the specified time frame and quality requirements.

AT Schools with five classes or more may be assigned one or two vice-principals.

Principals and vice-principals of Labor Vocational Secondary Schools must have firm ideological positions, management capabilities and experience in concentrated residential supplementary education schools, exemplary moral conduct, and the necessary educational and pedagogical qualifications. Among the principal and vice-principal of each school, at least one person must meet the educational and pedagogical standards set by the Ministry of Education to manage the highest level of education in the school.

Article 19. The principal of a Labor Vocational Secondary School has the following specific duties and powers:

1. Develop the school's overall work plan for each semester and academic year in accordance with the Ministry of Education's guidelines and the instructions of the Department of Supplementary Education or the Provincial Department of Education; direct all organizations, units, staff, and teachers to implement the plan effectively. The principal is primarily responsible to higher authorities for all school activities.

2. Organize, lead, manage, and directly inspect and evaluate classroom teaching, extracurricular activities, and students' learning both in and out of class. Direct the promotion of the "Two Goods" movement, ensuring that teaching, learning, and all school activities are well organized and of high quality, facilitating smooth progress and meeting all requirements.

3. Lead and manage the construction, repair, consolidation, maintenance, and utilization of school facilities and equipment serving teaching, learning, residential living, and recreational activities for teachers and students.

4. Personally manage the financial affairs of the school, deciding on all expenditures in accordance with state-established principles, systems, and standards.

5. Regularly convene meetings of the Teachers' Council, determine the agenda, and chair these meetings.

6. Manage the staff, teachers, and employees of the school to fulfill their responsibilities and implement policies and regulations properly. Propose commendations and disciplinary actions for staff, teachers, and employees according to current regulations. Build the school into a united, strong, friendly, and impartial collective, a model in the "Two Goods" movement based on implementing the Party's policies on supplementary education and other related tasks.

7. Represent the school in communication with relevant agencies and organizations to closely cooperate in building and consolidating the school, contributing to the effective fulfillment of the Party and State's cadre training tasks.

8. Strictly comply with directives, decisions, and reporting systems as required and stipulated by higher authorities.

Article 20. The vice-principal assists the principal in carrying out part of the principal's duties and powers as recorded in Article 19, authorized by the principal, and is accountable to the principal for the tasks assigned.

When absent, the principal can entrust full management responsibility of the school to a vice-principal.

Article 21. Teachers' Council.

1. Duties and Powers.

- Study, discuss, and decide on major issues related to teaching and learning, mainly measures to implement the teaching and learning plan proposed by the principal; discuss plans and measures to effectively implement the curriculum and schedule as prescribed by the Ministry of Education;

- Discuss and propose additional or adjusted plans for the school's work to the principal, mainly regarding teaching and learning;

- Organize the examination of newly enrolled students, arrange them into appropriate classes; organize promotion exams and graduation exams.

2The main members of the Teachers' Council include has: the principal, vice-principal, head of the academic affairs department (or section) and all teachers of the school.

The principal is concurrently the chairman of the teaching staff council.

The head of the academic affairs department (or section) is concurrently the secretary of the teaching staff council.

3. Resolutions of the teaching staff council have advisory nature and only become effective upon approval by the principal. In case there is disagreement between the majority of the teaching staff council members and the principal, the operation of the school must proceed according to the opinion of the principal, while the principal is responsible for immediately reporting to the higher educational management authority for advice on resolving the disagreement.

4. As a rule, the teaching staff council convenes once a month, called by the principal.

Article 22. Subject Department Teacher Group:

Each vocational general secondary school may establish one or more subject department teacher groups (depending on the number of teachers) based on the principle that teachers of the same subject or related subjects shall participate in one group (if there are primary level teachers, they shall be arranged in a separate group).

The tasks of the subject department teacher group are:

1. To assist teachers in building and effectively implementing lesson plans for each semester and the entire academic year; promptly evaluate strengths and weaknesses; regularly organize experiences sharing sessions on teaching, tutoring, extracurricular activities, ensuring that each teacher performs their professional duties optimally and in accordance with the general regulations of the principal.

2. To organize political, cultural, and professional training; to organize classroom visits and pedagogical internships on specific subject topics; to organize writing teaching experiences.

The head of the subject department teacher group is selected and appointed by the principal from among teachers who are proficient or excellent in their specialty and have management capabilities. The head has the right to convene regular meetings of the group (once a month) and propose to the principal to convene extraordinary meetings if there is an urgent need. The principal authorizes the head of the subject department teacher group to observe classes, review lesson preparation books, grade books, understand the teaching situation of each teacher in the group, and report to the principal on the overall situation of the group.

Article 23. Class Teacher Group:

Each vocational general secondary school establishes a class teacher group, convening once a month, directly convened and chaired by the principal. The tasks of the class teacher group are to exchange and discuss measures to effectively organize and implement study routines and activities in each class; to exchange observations about the situation, attitude, and results of learning (overall subjects) of students; to plan the direction of class teacher work.

All class teachers are members of the group.

Article 24. Academic Affairs Department (or Section):

Each vocational general secondary school, depending on its scale, may organize an academic affairs department (with a dedicated head and a dedicated academic affairs secretary) or an academic affairs section directly managed by the principal or a vice-principal (with a dedicated academic affairs secretary).

The heads of subject department teacher groups are members of the Academic Affairs Department (or Section).

The tasks of the Academic Affairs Department (or Section) are to assist the principal in directing and managing professional work (teaching, learning), specifically:

1. To assist the principal in developing annual, course, and semester plans based on the implementation of superior professional documents and directives and a thorough understanding of the actual situation of the school.

2. To assist the principal in scheduling timetables and assigning subject teachers and class teachers.

3. To organize inspection periods, classroom visits, and teaching demonstrations on specific topics; to organize professional training courses for teachers; to organize final exams at the end of each semester and course; to organize summary and experience-sharing meetings on professional matters.

4. To build, maintain, and effectively utilize teaching aids, laboratory equipment, and libraries. To distribute (or lend) curricula and textbooks to teachers and students.

5. To coordinate with the administrative office in collecting, maintaining, and using professional files and records (as specified in Article 37 of this regulation).

Article 25. Each class has a class executive board consisting of a class president and one or two vice-presidents. The class executive board assists the class teacher in leading all class activities, mainly focusing on studies, collecting student opinions on teaching and management aspects of the school, and representing students in participating in committees reviewing living conditions of the school.

Students in each class must be divided into groups to facilitate mutual assistance in studying.

Article 26. The number of students in each class is as follows:

- Not exceeding 40 (forty) people;

- NH PHÓ- Not less than 15 (fifteen) people (mountainous areas: 10 people).

Article 27. Vocational general secondary schools must submit regular reports at the beginning and end of each course to the higher educational management authority.

When encountering difficult cases that exceed the scope of authority and regulations, the principal must immediately report to the higher educational management authority for advice on resolution (for example, suspending a student's studies, admitting a student who does not meet the enrollment criteria or lacks the required enrollment documents, etc.).

Article 28. Activities and meetings in vocational general secondary schools are regulated, coordinated, and announced by the principal in advance each week and each month (announced at the end of the previous week or month).

To allow teachers to focus on preparing lessons, grading, and other professional tasks, no more than three meetings per week are scheduled (held during working hours):

- One professional meeting (teaching staff council, or subject group, or specialized topic discussion);

- One training session (political, cultural, or professional);

- One labor or collective activity with students.

Chapter V

STANDARDS AND REGIMES.

Article 29. Given the target audience and the important role of the school, vocational general secondary schools must be provided with the best solutions by the education sector and relevant departments and boards for the following matters:

- Appointing competent leaders, managers, and teachers as required and tasked;

- Equipping sufficient material means to serve teaching and learning; desks, chairs, textbooks, reference books, teaching aids, laboratory and practical equipment;

- To create the most favorable conditions for schools to construct new or repair and reinforce classrooms, dormitories, dining halls, kitchens, and other facilities serving the residential needs of teachers and students.

Article 30. The principals and vice-principals of general education labor schools, in addition to their leadership and management duties, must comply with the teaching schedule stipulated in Circular No. 46-TT/GD dated October 24, 1962, issued by the Ministry of Education. The salaries and position allowances of principals and vice-principals of general education labor schools must be in accordance with the provisions of Decision No. 273 QĐ dated July 11, 1960, issued by the Ministry of Education.-Teachers at general education labor schools must adhere to the teaching schedule prescribed for teachers at centralized supplementary cultural education schools as detailed in Circular No. 46-TT/GD dated October 24, 1962, issued by the Ministry of Education; primary school teachers must teach 17 periods per week; secondary school teachers must teach 16 periods per week; and tertiary school teachers must teach 14 periods per week. Teachers who exceed the maximum number of teaching periods per week as specified above shall be entitled to overtime pay as currently regulated.

Article 31. All teachers are entitled to summer vacation benefits and summer allowance as provided for teachers in general education.

Class advisors are exempted from two teaching periods per week. Subject department heads are exempted from one teaching period per week if the department has three or more teachers (Circular No. 46-TT/GD dated October 24, 1962, issued by the Ministry of Education).

Students who are state employees within the staffing quota are entitled to 100% salary during their entire study period (according to Circular No. 02-TC/TW dated January 8, 1965, issued by the Central Organization Department). Students who are village cadres or cooperative cadres are entitled to benefits according to the current regulations stipulated in Circular No. 33 LB dated June 29, 1962, issued by the Ministry of Finance - Health - Interior.

Article 32. In a given academic year, students who miss more than 14 days of classes will not be eligible to take promotion exams or final exams (except in cases where the school grants leave due to special or urgent work and provides make-up classes after the leave).-The school will notify relevant agencies when students are absent without cause and will remove such students from the school's student list if the absence continues.

ADMINISTRATIVE MANAGEMENT WORK

The clerical work in general education labor schools must serve effectively the teaching, learning, and management of teachers and students. The main tasks of clerical work include monitoring, collecting, preserving, storing, and distributing files and documents related to students (excluding personal records managed by the organizational department), professional documents, administrative, and management documents.

Chapter VI

Student files include: student transcripts, graduation certificates (or graduation certificates) from lower levels of education, self-declared brief resumes, and letters of introduction for enrollment issued by responsible agencies.

Article 33. The clerical and organizational departments of the school are responsible for coordinating, improving, supplementing, preserving, and storing student files; class advisors contribute to the improvement and supplementation of student files.

Article 34. At the beginning of each academic year, after the school and classes have been stabilized, the school must record newly enrolled students in the student registration book with all required information. When students graduate, their names must be immediately crossed out in the registration book and all necessary information must be completed before returning the file to the student.

Professional documents include:

- Regulations, directives, rules, and guidelines from the Ministry, Department, Bureau, or Education Office regarding teaching, learning, and other professional activities of the school.

Article 35. - Supplementary cultural education programs that need to be applied and referenced, along with course distribution plans and teaching schedules;

- Summaries and conclusions of teaching and learning experiences;

- Minutes and resolutions of teacher council meetings;

- Registers of student names and grades, evaluation and classification documents for students in the academic year (including results of promotion and final exams);

- Sample lesson plans and model assignments of teachers and students.

The clerical and administrative departments are responsible for coordinating, improving, supplementing, preserving, and storing these professional documents and assisting the principal and teachers in their use.

Administrative and management documents include:

- Important documents from the Party and State related to the school and directives from higher authorities;

Article 36. - Student registration books;

- Property registers, library registers, equipment registers for teaching and experiments, and accompanying documents;

- Accounting books and accounting vouchers;

- Minutes and resolutions of meetings between the principal, vice-principal, and teacher council;

- Incoming and outgoing correspondence registers;

- Graduation files, lists, and certificates, and issuance registers for diplomas and graduation certificates;

- Registers and files for awards and disciplinary actions for teachers, staff, and students;

- Historical records of the school.

The clerical, administrative, and management departments of the school are responsible for coordinating, supplementing, improving, preserving, and storing the aforementioned documents.

Article 37. Each general education labor school is a budgetary unit receiving state funding to ensure the completion of assigned tasks. The school is responsible for managing finances, assets, materials, labor, and wages in accordance with current regulations of the Ministry of Finance - Education.

The principal is responsible for establishing internal rules and regulations for the preservation and use of all school property (classrooms, dormitories, desks, chairs for teachers and students, blackboards, teaching and experimental equipment, textbook cabinets, reference materials, etc.).

A comprehensive inventory of assets and equipment must be conducted at the end of each academic year, including the summer break.

Even during the summer break, no agency or individual may use the school's facilities for purposes other than those intended for the school.

For general education labor schools with residential facilities, the administrative and management departments must properly organize collective life for teachers, staff, and students. In managing meals, utmost integrity and impartiality must be maintained, financial transparency must be ensured, and regular inspections must involve representatives from teachers, staff, and students.

Article 38. AT These temporary regulations apply to all general education labor schools (at the district, provincial, and central levels) starting from the 1975-1976 academic year.

Chapter VII

IMPLEMENTING PROVISIONS

Article 39. Any previous regulations conflicting with these regulations are hereby abolished.

All previous provisions contrary to this regulation are abolished.