Law on Education number 43/2019/QH14

LAW

 EDUCATION

On the basis of the Constitution of the Socialist Republic of Vietnam; HÒA socialist Republic of Vietnam;

The National Assembly promulgates the Education Law.

Chapter I

GENERAL PROVISIONS

Article 1. Scope of Regulation

This Law stipulates the national education system; educational institutions, teachers, students; state management of education; rights and responsibilities of agencies, organizations, and individuals related to educational activities.

Article 2. Educational objectives

The purpose of education aims to develop comprehensively Vietnamese people with morality, knowledge, culture, health, aesthetics, and profession; with qualities, capabilities, and civic awareness; with love for the country, national spirit, loyalty to the ideal of national independence and socialism; to promote the potential and creative abilities of each individual; to raise public awareness, develop human resources, nurture talents, and meet the requirements of the cause of building and defending the country and international integration.

Article 3. Nature and principles of education

1. The Vietnamese education system is a socialist education system with popular, national, scientific, and modern characteristics, based on Marxism-Leninism and Ho Chi Minh's thought.

2. Educational activities are carried out according to the principle of combining theory with practice, school education with family education and social education.

Article 4. Development of education

1. Developing education is the top national policy.

2. Developing education must be linked to the needs of economic and social development, scientific progress, technological advancement, national defense consolidation, and security; standardization, modernization, and socialization; ensuring a balanced structure of professions, levels, human resources, and regional suitability; expanding scale based on ensuring quality and effectiveness; combining training with utilization.

3. Developing an open education system and building a learning society to create opportunities for everyone to access education at all levels and forms, lifelong learning.

Article 5. Definitions

In this Law, the following terms shall be understood as follows:

1. Regular education is education conducted through courses in educational institutions to implement a specific educational program, established according to the goals of each level of education and training, and awarded a certificate from the national education system.

2. Continuous education is education to implement a specific educational program, organized flexibly regarding the form of implementation, time, method, location, meeting the lifelong learning needs of learners.

3. Quality assurance in education is an activity to assess and recognize educational institutions or training programs that meet the established standards of educational quality by authorized agencies or organizations.

4. Academic year system is a form of organizing the educational and training process according to school years.

5. Credit is a unit used to measure the volume of knowledge, skills, and learning outcomes accumulated over a specified period.

6. Module is a complete integrated learning unit combining knowledge, skills, and attitudes to enable learners to competently perform one or more tasks of a profession.

7. Exit criteria are the required achievements in terms of qualities and capabilities of learners upon completion of an educational program.

8. Universal education is the organization of educational activities to ensure that every citizen within a certain age range receives education and reaches a certain level of education as prescribed by law.

9. Compulsory education is education that every citizen within a specified age range must receive to achieve the minimum level of education as prescribed by law, with the State guaranteeing the conditions for its implementation.

10. Volume of general knowledge in secondary education is the basic and core knowledge and skills in the secondary education curriculum that learners must accumulate to continue higher vocational education.

11. Investor Private investment entity

12. Educational Institution is an organization or individual conducting investment activities in the field of education using non-state budget capital including domestic and foreign investors.

Article 6. National Education System

1. The national education system is an open and interconnected system comprising regular education and continuing education.

2. The levels of education and training in the national education system include:

a) Early childhood education including nursery education and kindergarten education;

b) General secondary education including primary education, lower secondary education, and upper secondary education;

c) Vocational education training at the basic level, intermediate level, college level, and other vocational training programs;

d) Higher education training at the bachelor's level, master's level, and doctoral level.

3. The Prime Minister decides to approve the framework structure of the national education system and the national qualification framework; specifies the duration of training, standards for each level of training, and the minimum study load for vocational education and higher education levels.

4. The Minister of Education and Training, the Minister of Labor, Invalids and Social Affairs, within their respective duties and authorities, shall stipulate the entry requirements for college and university levels in teacher training fields and health-related fields.

Article 7. Requirements for Educational Content and Methods

1. Educational content must ensure fundamentality, comprehensiveness, practicality, modernity, systematicness, and regular updates; emphasize ideological education, moral qualities, and civic awareness; inherit and promote fine traditions and cultural identity of the nation, absorb the best of world culture; be suitable for physical, intellectual, psychological development, and learning capacity of different age groups.

2. Educational methods must be scientific, promoting learners' positivity, self-awareness, initiative, creative thinking; fostering learners' self-study skills, cooperation abilities, practical skills, passion for learning, and determination to progress.

Article 8. Educational Programs

1. An educational program reflects educational goals; sets standards for knowledge and skills, requirements for personal qualities and capabilities of learners; defines the scope and structure of educational content; organizes educational activities through scientific methods and forms; assesses educational outcomes for subjects in each class, grade level, or courses, modules, majors for each training level.

2. Educational programs must ensure scientific and practical nature; maintain continuity between grade levels and training levels; facilitate分流后的第二部分，请继续翻译剩余的内容。

3. The knowledge standards, skills, and requirements for the qualities and capabilities of learners as stipulated in the education program must be concretized into textbooks for general education; teaching materials and instructional materials for vocational education and higher education. Textbooks, teaching materials, and instructional materials must meet the requirements of educational methods.

4. The education program shall be implemented on an annual basis for preschool and general education; according to the academic year system or modular accumulation system or credit system or a combination of credit and academic year systems for vocational education and higher education.

The results of subjects or credits, modules accumulated by learners during their study of an education program shall be recognized for consideration regarding the transfer value for corresponding subjects or credits, modules in another education program when learners change majors, trades, forms of study, or advance to a higher level of education.

5. The Minister of Education and Training, the Minister of Labor, Invalids, and Social Affairs, within the scope of their duties and powers, shall stipulate the implementation of the education program and the recognition of the transfer value of learning outcomes in training at various levels of higher education and vocational education as provided for in this Article.

Article 9. Vocational Guidance and Educational Pathways

1. Vocational guidance in education is a system of measures implemented within and outside educational institutions to help students acquire knowledge about professions and the ability to choose professions based on combining personal aspirations and strengths with societal labor demands.

2. Educational pathways involve organizing educational activities based on vocational guidance in education, creating conditions for junior high school and high school graduates to continue their studies at higher levels or enroll in vocational education, or participate in work suitable for their abilities and specific conditions, contributing to regulating the occupational structure of the workforce in accordance with national development requirements.

3. The Government shall provide detailed regulations on vocational guidance and educational pathways at each stage in line with economic and social development needs.

Article 10. Credit Transfer in Education

1. Credit transfer in education involves using previously acquired learning outcomes to continue studying at different levels or in different fields of study within the same major or when transferring to another field of study, educational form, and level that meet corresponding content requirements, ensuring seamless connections between educational levels and training qualifications in general education, vocational education, and higher education.

2. Credit transfer in education must satisfy quality assurance conditions. Educational programs are designed to build upon and integrate knowledge and skills based on the exit standards of each training level in the National Qualifications Framework. Students do not need to repeat knowledge and skills they have already accumulated from previous educational programs.

3. The Government shall provide detailed regulations on credit transfer between educational levels and training qualifications within the national education system.

Article 11. Languages and Writing Systems Used in Educational Institutions

1. Vietnamese is the official language used in educational institutions. Based on educational goals and specific content requirements, the Government shall regulate foreign language teaching and learning in educational institutions.

2. The State encourages and creates conditions for ethnic minority people to learn their own languages and writing systems as stipulated by the Government; deaf and mute individuals can learn through sign language, and visually impaired individuals can learn through Braille as regulated by the Law on Persons with Disabilities.

3. Foreign languages specified in educational programs are those commonly used in international transactions. Organizing foreign language teaching in educational institutions must ensure continuous and effective learning for students.

Article 12. Certificates and Diplomas

1. Certificates of the national education system are awarded to learners after graduation or completion of an educational program and meeting the corresponding exit standards as prescribed by this Law.

2. Certificates of the national education system include junior high school diplomas, high school diplomas, college diplomas, university diplomas, bachelor's degrees, master's degrees, doctoral degrees, and equivalent certificates.

3. Certificates of the national education system are awarded to learners to confirm their learning outcomes after completing training and upgrading their academic or vocational qualifications, or for passing examinations to obtain certificates as prescribed.

4. Certificates and diplomas issued by educational institutions of various types and forms within the national education system have equal legal validity.

5. The Government shall establish a system of higher education diplomas and specify equivalent certificates for certain specialized majors.

Article 13. Rights and Obligations of Citizens in Education

1. Education is both the right and obligation of citizens. All citizens, regardless of ethnicity, religion, belief, gender, personal characteristics, family origin, social status, or economic circumstances, have equal opportunities for education.

2. The State ensures social equity in education, creates a safe educational environment, guarantees inclusive education, and provides conditions for learners to develop their potential and talents.

3. The State prioritizes and creates conditions for children with special circumstances as stipulated by the Law on Children, persons with disabilities as stipulated by the Law on Persons with Disabilities, and households classified as poor or near-poor to exercise their rights and obligations in education.

Article 14. Universal Education and Compulsory Education

1. Primary education is compulsory. The State implements universal preschool education for five-year-old children and universal lower secondary education.

2. The State is responsible for implementing compulsory education nationwide; it decides plans and ensures conditions for the implementation of universal education.

3. Every citizen within the specified age range has the obligation to study to achieve universal education and complete compulsory education.

4. Families and guardians have the responsibility to create conditions for family members within the specified age range to study to achieve universal education and complete compulsory education.

Article 15. Inclusive Education

1. Inclusive education is an educational approach that meets diverse needs and abilities of learners; it ensures equal educational opportunities, quality education suitable to the needs, characteristics, and abilities of learners; respects diversity and differences among learners without discrimination.

2. The State has policies to support the implementation of inclusive education for children with special circumstances as stipulated by the Law on Children, persons with disabilities as stipulated by the Law on Persons with Disabilities, and other relevant laws.

Article 16. Socialization of Educational Undertakings

1. Developing education and building a learning society is the undertaking of the State and the entire people.

2. The State plays a leading role in developing educational undertakings. It diversifies types of educational institutions and forms of education; encourages, mobilizes, and creates conditions for organizations and individuals to participate in developing educational undertakings; encourages the development of privately-run educational institutions to meet societal demands for high-quality education.

3. Organizations, families, and individuals have the responsibility to care for educational undertakings, cooperate with educational institutions to achieve educational goals, and build a safe and healthy educational environment.

4. Organizations and individuals who make achievements in educational undertakings are rewarded according to the law.

Article 17. Investment in Education

1. Investment in education is developmental investment. Investment in the field of education is an investment activity under regulated industries and professions and is entitled to investment incentives and support according to the law.

2. The State prioritizes investment and attracts other sources of investment for education; it prioritizes investment for universal education, education development in mountainous areas, islands, ethnic minority regions, areas with particularly difficult socio-economic conditions, and industrial zones.

The State encourages and protects the legitimate rights and interests of domestic organizations and individuals, overseas Vietnamese, and foreign organizations and individuals investing in education.

3. The state budget plays a leading role in total investment resources for education.

Article 18. The role and responsibilities of educational management officials

1. Educational management officials play a crucial role in organizing, managing, and directing educational activities.

2. Educational management officials have the responsibility to study, train, improve their moral qualities, professional competence, management capabilities, and implement standards and regulations as prescribed by law.

3. The State has plans to build and enhance the quality of the cadre of educational management officials.

Article 19. Scientific and technological activities

1. Scientific and technological activities are a task of educational institutions.

2. Educational institutions may independently carry out or cooperate with scientific and technological organizations, production, business, and service entities in training, scientific research, and technology transfer to serve economic and social development.

3. The State creates conditions for educational institutions to engage in scientific and technological activities, combining education with scientific research and production to enhance educational quality; building educational institutions into cultural, scientific, and technological centers at the local or national level.

4. The State has preferential policies to develop scientific and technological activities within educational institutions. Proposals and policies on education must be developed based on the results of scientific research that are suitable to Vietnam's reality and international trends.

Article 20. Prohibition of religious propaganda in educational institutions

Religious propaganda and the conduct of religious rituals are prohibited in educational institutions of the national education system, state agencies, political organizations, socio-political organizations, and the people's armed forces.

Article 21. Prohibition of exploiting educational activities

1. It is forbidden to exploit educational activities to distort the State's policies and laws, oppose the Socialist Republic of Vietnam, divide the great unity bloc of the entire nation, incite violence, propagate war of aggression, corrupt traditional customs, spread superstition and outdated practices, and lure students into social evils.

2. It is forbidden to exploit educational activities for personal gain.

Article 22. Prohibited acts in educational institutions

1. Insulting the dignity and honor, infringing upon the physical body of teachers, staff members of educational institutions, and students.

2. Distorting educational content.

3. Cheating in studying, testing, examinations, and admissions.

4. Smoking; drinking alcohol; disrupting security and public order.

5. Compelling students to attend additional classes for profit.

6. Exploiting sponsorship and support for education to compel financial contributions or material donations.

Chapter II

NATIONAL EDUCATION SYSTEM

Section 1

EDUCATIONAL LEVELS AND TRAINING DEGREES

Subsection 1

EARLY CHILDHOOD EDUCATION

Article 23. Position, role, and objectives of early childhood education

1. Early childhood education is the first level in the national education system, laying the foundation for comprehensive human development in Vietnam, implementing nurturing, care, and education for children from three months to six years old.

2. Early childhood education aims to comprehensively develop children in physical, emotional, intellectual, aesthetic aspects, form the initial elements of personality, and prepare children for primary school.

Article 24. Requirements for the content and methods of early childhood education

1. The content of early childhood education must ensure suitability with the psychological and physiological development of children; harmonize between protection, care, and nurturing with education; comprehensively develop physical, emotional, social skills, intellectual, and aesthetic aspects; respect differences; be age-appropriate and link with primary education.

2. The methods of early childhood education are stipulated as follows:

a) Kindergarten education must create favorable conditions for children to actively participate in activities and play, foster bonding between adults and children; stimulate the development of senses, emotions, and psychological functions;

b) Preschool education must provide conditions for children to play, explore, and discover their surroundings through various forms, meeting their needs and interests.

Article 25. Early Childhood Education Program

1. The early childhood education program must meet the following requirements:

a) Reflect the goals of early childhood education;

b) Specify the requirements to be achieved at each age, educational activities, methods, forms of organizing educational activities, educational environment, and assessment of children's development;

c) Be uniform nationwide and implemented flexibly, suitable for specific conditions of localities and early childhood education institutions.

2. The National Council for Reviewing Early Childhood Education Programs, established by the Minister of Education and Training, shall review such programs. The Council consists of teachers, educational management officials, experienced and reputable scientists in education, and representatives of relevant agencies and organizations. At least one-third of the total number of members must be teachers currently teaching in early childhood education. The Council and its members are responsible for the content and quality of the review.

3. The Minister of Education and Training shall promulgate the early childhood education program after it has been reviewed by the National Council for Reviewing Early Childhood Education Programs; establish standards, procedures for compiling and revising the early childhood education program; set standards and the selection process for toys and learning materials used in early childhood education institutions; and define the tasks, powers, modes of operation, standards, number, and composition of members of the National Council for Reviewing Early Childhood Education Programs.

Article 26. Early Childhood Education Institutions

Early childhood education institutions include:

1. Kindergartens and independent nursery groups accepting children from three months to three years old;

2. Primary schools and independent primary classes accepting children from three to six years old;

3. Comprehensive kindergartens and independent comprehensive classes combining kindergartens and primary schools, accepting children from three months to six years old.

Article 27. Policy for Developing Early Childhood Education

1. The State invests in developing early childhood education; prioritizes the development of early childhood education in mountainous areas, islands, ethnic minority regions, areas with particularly difficult socio-economic conditions, and industrial zones.

2. The State encourages organizations and individuals to invest in developing early childhood education to meet social needs.

3. The Government shall provide detailed regulations on this Article.

Subsection 2

FOR STAFF AND TEACHERS IN THE GENERAL EDUCATION SECTOR

Article 28. Levels of General Education and Age Groups

1. The levels of general education and corresponding age groups are as follows:

a) Elementary education is conducted over five school years, from grade one to grade five. Students entering grade one must be six years old and the age is calculated according to the year;

b) Lower secondary education is conducted over four school years, from grade six to grade nine. Students entering grade six must have completed the elementary education curriculum. Students entering grade six must be eleven years old and the age is calculated according to the year;

c) Upper secondary education is conducted over three school years, from grade ten to grade twelve. Students entering grade ten must have a lower secondary graduation certificate. Students entering grade ten must be fifteen years old and the age is calculated according to the year.

2. Cases where students advance beyond their grade level or study at an older age than specified in Clause 1 of this Article include:

a) Students advancing beyond their grade level due to early intellectual development;

b) Students studying at an older age than specified in cases of repeating grades, students from areas with particularly difficult socio-economic conditions, ethnic minority students, disabled students, students with physical or intellectual disabilities, orphaned students without support, students from poor households, students returning from abroad, and other cases as prescribed by law.

3. General education is divided into basic education and vocational orientation education stages. The basic education stage includes elementary and lower secondary levels; the vocational orientation education stage is the upper secondary level. Students in vocational education institutions study the volume of general upper secondary cultural knowledge.

4. The Minister of Education and Training shall stipulate the teaching of Vietnamese language to ethnic minority children before they enter grade one; the teaching of the volume of general upper secondary cultural knowledge in vocational education institutions; and the cases specified in Clause 2 of this Article.

Article 29. Objectives of General Education

1. General education aims to develop students comprehensively in morality, intellect, physical health, aesthetics, basic skills, personal capacity, dynamism, and creativity; to form the personality of socialist Vietnamese citizens and civic responsibility; to prepare students for higher education programs, vocational education, or participation in labor, national construction, and defense.

2. Primary education aims to establish initial foundations for development in morality, intellect, physical health, aesthetics, and student capabilities; to prepare students for lower secondary education.

3. Lower secondary education aims to consolidate and develop the results of primary education; to ensure that students have foundational general knowledge, essential minimum understanding of technology and career orientation to continue upper secondary education or vocational education programs.

4. Upper secondary education aims to equip students with civic knowledge; to ensure that students consolidate and develop the results of lower secondary education, complete general education, and have common knowledge about technology and career orientation; to provide conditions for students to promote their personal abilities to choose directions for further development, continue higher education programs, vocational education, or participate in labor, national construction, and defense.

Article 30. Requirements for Content and Methods of General Education

1. The content of general education must ensure universality, fundamentality, comprehensiveness, vocational orientation, and systematicity; be linked to practical life, suitable for the psychological and physiological characteristics of students at each age group, and meet educational objectives at each level.

2. Requirements for the content of general education at each level are stipulated as follows:

a) Primary education must ensure comprehensive development foundations for students in physical health, emotions, social skills; simple and necessary knowledge about nature, society, and humans; social moral awareness; basic skills in listening, speaking, reading, writing, and arithmetic; habits of physical exercise and hygiene maintenance; initial knowledge about singing, dancing, music, and fine arts;

b) Lower secondary education consolidates and develops the content learned in primary education, ensuring that students have basic general knowledge about Vietnamese language, mathematics, national history; other knowledge about social sciences, natural sciences, law, computer science, foreign languages; necessary minimum knowledge about technology and career orientation;

c) Upper secondary education consolidates and develops the content learned in lower secondary education, completes general education content; ensures basic, comprehensive, and vocational knowledge standards for students, includes advanced content in some subjects to develop capabilities and meet student aspirations.

3. The methods of general education promote the positive, self-aware, proactive, and creative nature of students in accordance with the characteristics of each subject, class, and student profile; cultivate self-study methods, interest in learning, cooperation skills, independent thinking ability; develop comprehensive qualities and capabilities of learners; enhance the application of information and communication technology in the educational process.

Article 31. General Secondary Education Curriculum

1. The general secondary education curriculum must meet the following requirements:

a) Reflecting the goals of general secondary education;

b) Specifying the requirements for students' qualities and abilities to be achieved at each level of study, mandatory educational content for all students nationwide;

c) Specifying methods, forms of organizing educational activities, and evaluating educational outcomes for each subject at each grade and level of general secondary education;

d) Being uniform throughout the country and organized flexibly, suitable to specific conditions of localities and general secondary education institutions;

e) Receiving extensive opinions from organizations and individuals and piloted before issuance; being publicly announced after issuance.

2. The National Council for Reviewing the General Secondary Education Curriculum, established by the Minister of Education and Training, shall review the general secondary education curriculum. The Council includes teachers, educational management officials, experienced and reputable scientists in education, and representatives of related agencies and organizations. The Council must have at least one-third of its total members as teachers currently teaching at the corresponding level. The Council and its members are responsible for the content and quality of the review.

3. The Minister of Education and Training is responsible for the quality of the general secondary education curriculum; issuing the general secondary education curriculum after it has been reviewed by the National Council for Reviewing the General Secondary Education Curriculum; setting standards, procedures for compiling and revising the general secondary education curriculum; specifying objectives, target groups, scale, duration, and methods for piloting new educational contents and methods in general secondary education institutions; defining tasks, powers, operational methods, standards, number, and structure of members of the National Council for Reviewing the General Secondary Education Curriculum.

Article 32. Textbooks for General Secondary Education

1. Textbooks for general secondary education are defined as follows:

a) Textbooks implement the general secondary education curriculum, concretizing the requirements of the general secondary education curriculum regarding objectives, educational content, and student qualities and abilities; guiding teaching methods and evaluation methods for educational quality; textbook content and form do not carry ethnic, religious, occupational, gender, age, and social status biases; textbooks are presented in printed book, Braille, and electronic formats;

b) Each subject has one or more textbooks; socialization of textbook compilation is implemented; textbook publication is carried out according to the provisions of the law;

c) The People's Committee of the province decides on the selection of textbooks for stable use in general secondary education institutions within its jurisdiction as prescribed by the Minister of Education and Training;

d) Local educational materials are compiled by the People's Committee of the province to meet needs and fit local characteristics, reviewed by the provincial review council, and approved by the Minister of Education and Training.

2. The National Council for Reviewing Textbooks, established by the Minister of Education and Training for each subject and educational activity at each level, reviews textbooks. The Council includes teachers, educational management officials, experienced and reputable scientists in education, and representatives of related agencies and organizations. The Council must have at least one-third of its total members as teachers currently teaching at the corresponding level. The Council and its members are responsible for the content and quality of the review.

3. The Minister of Education and Training is responsible for textbooks for general secondary education; approving textbooks for use in general secondary education institutions after they have been reviewed by the National Council for Reviewing Textbooks; setting standards, procedures for compiling and revising textbooks for general secondary education; specifying the selection of textbooks in general secondary education institutions; defining tasks, powers, operational methods, standards, number, and structure of members of the National Council for Reviewing Textbooks and the provincial review council.

4. The Chairman of the People's Committee of the province decides on the establishment of the provincial review council to review local educational materials.

Article 33. General Education Institutions

General education institutions include:

1. Primary schools;

2. Lower secondary schools;

3. Upper secondary schools;

4. Multi-level general education schools.

Article 34. Confirmation of Completion of Primary School Program, Upper Secondary School Program and Issuance of Graduation Certificates for Lower Secondary School and Upper Secondary School

1. Students who complete the primary school program and meet the conditions stipulated by the Minister of Education and Training shall be confirmed by the principal of the school on their completion of the primary school program in their academic records.

2. Students who complete the lower secondary school program and meet the conditions stipulated by the Minister of Education and Training shall be issued a lower secondary school graduation certificate by the head of the specialized agency under the People's Committee of the district responsible for education.

3. Students who complete the upper secondary school program and meet the conditions stipulated by the Minister of Education and Training shall be eligible to take the examination, and if they meet the requirements, they shall be issued an upper secondary school graduation certificate by the head of the specialized agency under the People's Committee of the province responsible for education.

Students who complete the upper secondary school program and meet the conditions to take the examination as stipulated by the Minister of Education and Training but do not take the examination or fail to meet the requirements shall be issued a certificate of completion of general education program by the principal of the school. The certificate of completion of the general education program can be used to register for the upper secondary school graduation examination when the student has such a need, or to enroll in vocational education and training programs, and it may also be used in specific cases as prescribed by law.

Students with a lower secondary school graduation certificate who pursue a junior college level in a vocational education institution, after completing and passing the required amount of general knowledge subjects at the upper secondary school level as stipulated by the Minister of Education and Training, shall be issued a certificate of meeting the required amount of general knowledge subjects at the upper secondary school level by the head of the educational institution organizing the teaching of such subjects. This certificate can be used to pursue higher levels of vocational education and training and may be used in specific cases as prescribed by law.

Subsection 3

VOCATIONAL EDUCATION

Article 35. Levels of Vocational Education and Training

Vocational education and training provides initial, junior college, college levels, and other vocational training programs to meet the direct labor needs in production, business, and services.

Article 36. Objectives of Vocational Education and Training

Vocational education and training aims to train direct workforce for production, business, and services, with corresponding occupational skills, good morals and health, professional responsibility, creativity, adaptability to international integration environments, improved productivity and quality of work, and to provide opportunities for students to find employment, create their own jobs, or pursue higher levels of education upon completion of their courses.

Article 37. Organization and Activities of Vocational Education and Training

The organization and activities of vocational education and training shall be carried out in accordance with this Law and the Law on Vocational Education and Training.

Subsection 4

HIGHER EDUCATION

Article 38. Levels of Higher Education Training

Higher education trains bachelor's, master's, and doctoral levels.

Article 39. Objectives of Higher Education

1. To train high-level human resources, improve public knowledge, nurture talents; conduct scientific and technological research to create new knowledge and products, serving economic and social development needs, ensuring national defense, security, and international integration.

2. To train students to develop comprehensively in virtue, intellect, physical fitness, and aesthetics; possess knowledge, skills, and professional responsibility; have the ability to grasp scientific and technological progress corresponding to their level of training, self-study capabilities, creativity, and adaptability to working environments; have an entrepreneurial spirit and a sense of service to the people.

Article 40. Organization and Activities of Higher Education

The organization and activities of higher education are carried out in accordance with the provisions of this Law and the Higher Education Law.

Section 2

CONTINUOUS EDUCATION

Article 41. Objectives of Continuous Education

Continuous education aims to provide conditions for everyone to work and study simultaneously, engage in continuous learning, and lifelong learning to enhance personal abilities, complete personality, broaden knowledge, improve educational and professional qualifications to find employment, create jobs, and adapt to societal life; contribute to building a learning society.

Article 42. Tasks of Continuous Education

1. Implement literacy programs for individuals within the age range stipulated by law.

2. Train and enhance work capacity; update and supplement necessary knowledge and skills for life for everyone; create opportunities for those who wish to further their education to improve their academic qualifications.

Article 43. Programs, Forms, Contents, and Methods of Continuous Education

1. Continuous education programs include:

a) Literacy programs;

b) Education programs that meet learners' requirements; update knowledge and skills, transfer technology;

c) Vocational training and skill enhancement programs;

d) Education programs leading to certification within the national education system framework.

2. Forms of implementing continuous education programs include:

a) Work and study concurrently;

b) Distance learning;

c) Self-study, guided self-study;

d) Other forms of learning according to learners' needs.

3. The contents of continuous education programs specified in points a, b, and c of Clause 1 of this Article must ensure practicality, helping learners improve their labor, production, and work quality and living standards.

The content of continuous education programs specified in point d of Clause 1 of this Article aims to achieve a level within the National Qualifications Framework, the Vietnamese National Qualifications Framework, and must meet the content requirements of the same level of education and training levels stipulated in Article 31 of this Law, the Vocational Education Law, and the Higher Education Law.

4. Continuous education methods must promote learners' initiative, emphasize the nurturing of self-study abilities; utilize modern means and technologies to enhance teaching and learning quality and effectiveness.

5. The Minister of Education and Training, the Minister of Labor, Invalids, and Social Affairs, within their respective duties and authorities, shall detail regulations on programs, textbooks, course materials, and educational resources for continuous education.

Article 44. Non-formal education institutions

1. Non-formal education is implemented at non-formal education institutions, general education institutions, vocational education institutions, higher education institutions, cultural centers, workplaces, communities, through mass media, and other means.

2. Non-formal education institutions include:

a) Non-formal education centers;

b) Vocational training and non-formal education centers;

c) Community learning centers;

d) Other centers performing non-formal education tasks.

3. The implementation of non-formal education programs by non-formal education institutions shall be regulated as follows:

a) Non-formal education centers and vocational training and non-formal education centers shall implement the program prescribed in Clause 1 of Article 43 of this Law, except for programs leading to a secondary vocational diploma, a college diploma, and a bachelor's degree;

b) Community learning centers shall implement the program prescribed in point a and point b of Clause 1 of Article 43 of this Law;

c) Other centers performing non-formal education tasks shall implement the program prescribed in point b and point c of Clause 1 of Article 43 of this Law.

4. General education institutions, vocational education institutions, and higher education institutions when implementing non-formal education programs must ensure their educational and training tasks, and only implement the program prescribed in point d of Clause 1 of Article 43 of this Law upon permission from the competent state management agency on education.

5. Joint training for undergraduate level according to the form of combining work and study shall be carried out in accordance with the provisions of the Higher Education Law.

Article 45. Evaluation and Recognition of Learning Outcomes

1. Learners participating in literacy programs who meet the conditions stipulated by the Minister of Education and Training shall be recognized as having completed the literacy program.

2. Learners completing the lower secondary education program prescribed in point d of Clause 1 of Article 43 of this Law and meeting the conditions stipulated by the Minister of Education and Training shall be granted a lower secondary school completion certificate by the head of the specialized agency under the People's Committee of the district.

3. Learners completing the upper secondary education program prescribed in point d of Clause 1 of Article 43 of this Law and meeting the conditions stipulated by the Minister of Education and Training shall be eligible to take the examination; if they meet the requirements, they shall be granted an upper secondary school completion certificate by the head of the specialized agency under the People's Committee of the province; in case they do not take the examination or fail it, they shall be issued a certificate of completion of the general education program by the head of the non-formal education center.

4. Learners completing a training program and meeting the exit standards of a training level as prescribed in the National Qualifications Framework of Vietnam shall be granted a corresponding certificate.

5. Learners attending various types of upgrading courses who meet the requirements set by the exit standards of the education program prescribed in point b and point c of Clause 1 of Article 43 of this Law shall be granted a corresponding certificate.

Article 46. Policy for the Development of Lifelong Education

1. The State shall have policies to invest in and develop lifelong education, implement education for all people, promote adult learning, build a learning society; encourage organizations and individuals to participate in providing quality lifelong education services to meet the lifelong learning needs of learners.

2. Agencies and organizations shall be responsible for creating favorable conditions for cadres, civil servants, public officials, and workers to engage in continuous learning and lifelong learning to develop themselves and improve their quality of life.

3. Vocational education institutions and higher education institutions shall be responsible for coordinating with lifelong education institutions in providing educational materials to meet the learning needs of learners; training institutions for teachers shall be responsible for researching educational science, training, and nurturing teaching staff at lifelong education institutions.

Chapter III

SCHOOL, SPECIALIZED SCHOOL AND OTHER EDUCATIONAL INSTITUTIONS

Section 1

ORGANIZATION, ACTIVITIES, TASKS AND LIMITATIONS OF SCHOOL

Article 47. Types of Schools in the National Education System

1. Schools in the national education system shall be organized in the following types:

a) Public schools funded by the State, ensuring operational conditions and representing ownership;

b) Community schools established by community organizations and individuals at village, hamlet, commune, town levels investing in building physical facilities and ensuring operational conditions. This type of school only applies to preschool education institutions;

c) Private schools funded by domestic or foreign investors and ensuring operational conditions.

Non-profit private schools are those where the investor commits to and implements non-profit operations, recorded in the decision on establishment or conversion to a different school type; they operate without profit, withdraw capital, or enjoy dividends; annual accumulated profits belong to the unified common ownership not divided for continued investment in developing the school.

2. Conversion of school types within the national education system shall be carried out according to the following principles:

a) Only convert from private schools to non-profit private schools;

b) Implement regulations on organization and operation of each school type at each level of education and training;

c) Ensure the rights of teachers, lecturers, educational management staff, workers, and students;

d) Not cause loss of land, capital, and assets.

3. The Government shall provide detailed regulations on the conversion of school types as stipulated in Clause 2 of this Article.

Article 48. Schools of State Agencies, Political Organizations, Social-Political Organizations, and People's Armed Forces

1. Schools of state agencies, political organizations, social-political organizations shall have the task of training and nurturing cadres, civil servants, and public officials. Schools of the people's armed forces shall have the task of training and nurturing officers, non-commissioned officers, professional soldiers, and defense workers; nurturing leaders and managers about national defense and security tasks and knowledge.

Schools of state agencies, political organizations, social-political organizations, and people's armed forces are educational institutions of the national education system, organized and operated according to the provisions of the Vocational Education Law, Higher Education Law, and school regulations at each level of education and training when meeting economic and social development needs and being permitted by competent authorities to conduct education and implement educational programs, then they shall be granted certificates and diplomas of the national education system.

2. The Government shall provide detailed regulations for this Article.

Article 49. Conditions for Establishing Educational Institutions and Conditions for Permission to Operate Education

1. An educational institution shall be established when there is a project for establishing the institution that is consistent with the socio-economic development plan and the education facility network planning as prescribed by the Law on Planning.

The project for establishing the institution clearly defines the objectives, tasks, curriculum, and educational content; land, material infrastructure, equipment, proposed construction site, organizational structure, resources, and finance; strategic direction for building and developing the educational institution.

2. An educational institution shall be permitted to operate education when it meets the following conditions:

a) Having land, material infrastructure, and equipment that meet the requirements for educational activities; the construction location ensuring an educational environment safe for learners, teachers, and workers;

b) Having an educational curriculum and teaching materials suitable for each level of education and training qualifications as prescribed; having a teaching staff and management cadre meeting the standards, sufficient in number, and structurally sound to ensure the implementation of the educational curriculum and organization of educational activities;

c) Having adequate financial resources as prescribed to ensure the maintenance and development of educational activities;

d) Having regulations on the organization and operation of the educational institution.

3. Within the specified time limit, if the educational institution meets all the conditions stipulated in Clause 2 of this Article, it shall be granted permission to operate education by the competent state authority; upon expiration of the specified time limit, if it does not meet the conditions stipulated in Clause 2 of this Article, the decision to establish or permit establishment shall be revoked.

Article 50. Suspension of Educational Activities

1. An educational institution shall have its educational activities suspended in the following cases:

a) Engaging in fraudulent behavior to obtain permission to operate educational activities;

b) Failing to meet one of the conditions stipulated in Clause 2 of Article 49 of this Law;

c) The person granting permission to operate educational activities exceeding their authority;

d) Not commencing educational activities within the specified time limit from the date of permission to operate;

đ) Violating laws on education to the extent that administrative penalties require suspension;

e) In other cases as provided by law.

2. The decision to suspend educational activities of an educational institution must clearly specify the reasons for suspension, the duration of suspension, measures to ensure the rights and interests of teachers, educational managers, learners, and workers in the institution, and must be publicly announced through mass media.

3. During the suspension period, if the cause leading to the suspension is resolved, the authorized person who decided on the suspension shall issue a decision allowing the educational institution to resume its educational activities.

Article 51. Merger, Division, Splitting, and Dissolution of Educational Institutions

1. Educational institutions undergoing merger, division, or splitting must satisfy the following requirements:

a) Consistent with the socio-economic development plan and the education facility network planning as prescribed by the Law on Planning;

b) Meeting the needs for socio-economic development;

c) Ensuring the rights and interests of teachers and learners;

d) Contributing to improving the quality and effectiveness of education.

2. An educational institution shall be dissolved in the following cases:

a) Seriously violating regulations on the management, organization, and operation of the educational institution;

b) Exceeding the suspension period without resolving the cause leading to the suspension;

c) The objectives and activities in the decision to establish or permit establishment no longer align with the needs for socio-economic development;

d) Failing to ensure educational quality;

đ) At the request of the organization or individual establishing the institution.

3. The decision on the merger, division, splitting, or dissolution of an educational institution must clearly specify the reasons, measures to ensure the rights and interests of teachers, educational managers, learners, and workers in the institution, and must be publicly announced through mass media.

Article 52. Competence and procedures for establishing or permitting establishment; allowing educational operation; suspending educational operation; merging, dividing, splitting, and dissolving schools

1. The authority to establish public schools and permit the establishment of private schools is defined as follows:

a) The Chairman of the People's Committee at the district level decides on kindergartens, primary schools, secondary schools, general education schools with the highest grade being secondary school, and boarding schools for ethnic minorities, except in cases stipulated in point d of this clause;

b) The Chairman of the People's Committee at the provincial level decides on high schools, general education schools with the highest grade being high school, boarding schools for ethnic minorities, and intermediate-level vocational schools within the province, except in cases stipulated in points c and d of this clause;

c) The Minister or Head of a ministerial-level agency decides on intermediate-level vocational schools under their direct supervision;

d) The Minister of Education and Training decides on preparatory universities, teacher training colleges, and schools directly under the Ministry; kindergartens, primary schools, secondary schools, and high schools proposed by foreign diplomatic agencies or intergovernmental international organizations;

đ) The Minister of Labor, Invalids, and Social Affairs decides on colleges, except teacher training colleges;

e) The Prime Minister decides on higher education institutions.

2. The Minister of Education and Training permits the operation of higher education institutions. The authority to permit the operation of educational institutions at other levels and training qualifications is carried out according to the regulations of the Government.

3. The person authorized to establish or permit the establishment of a school has the authority to revoke the establishment decision or permit, decide on mergers, divisions, splits, and dissolutions of schools. The person authorized to permit educational operations has the authority to decide on suspending educational operations.

In cases where schools are merged that are not established by the same competent authority, the higher competent authority decides; if the competent authorities establishing the schools are at the same level, they agree to make the decision.

4. The Government shall provide detailed regulations on conditions and procedures for establishing or permitting establishment; allowing educational operations, suspending educational operations; merging, dividing, splitting, and dissolving schools as stipulated in Articles 49, 50, 51, and 52 of this Law.

Article 53. Charter and Regulations on Organization and Operation of Educational Institutions

1. The school charter applies generally to all types of schools in early childhood education, general education, vocational education, and includes the following main contents:

a) Tasks and responsibilities of the school;

b) Organizing educational activities in the school;

c) Tasks and rights of teachers;

d) Tasks and rights of students;

đ) Organizing and managing the school;

e) Financial resources and assets of the school;

g) Relations between the school, family, and society.

2. The regulations on organization and operation of educational institutions specify the contents of the school charter for application to each type of educational institution.

3. The Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs, within their respective duties and powers, issue school charters and regulations on organization and operation of educational institutions.

Article 54. Investor

1. Investors conducting investment activities in the field of education include:

a) Domestic investors are individuals with Vietnamese citizenship, organizations established under Vietnamese law;

b) Foreign investors are individuals with foreign citizenship, organizations established under foreign law.

2. The rights and responsibilities of investors are stipulated as follows:

a) Approving the school development plan proposed by the school council in accordance with the law;

b) Deciding on the total capital contribution of the investor, the investment project for developing the school, fundraising for investment (if applicable); the plan for using the annual revenue-expenditure difference or the loss handling plan of the school; approving the annual financial report;

c) Electing or appointing, dismissing, or removing members of the school council;

d) Organizing supervision and evaluation of the school council's activities;

đ) Deciding to issue, amend, or supplement the financial regulations; approving contents related to finance and assets in the organizational and operational regulations of the school;

e) Fully contributing capital on time, supervising the capital contribution to the school according to the establishment project;

g) Considering and handling violations causing damage by the school council in accordance with the law and the organizational and operational regulations of the school;

h) Deciding to reorganize or dissolve the school in accordance with the law;

i) Publicly listing organizations and individuals who have invested capital on the school's electronic information website;

k) Investors establishing private schools operating without profit-making purposes shall be honored for their contributions to the establishment, construction, and development of the school.

3. Investors establishing private educational institutions may choose one of the following methods:

a) Investing to establish an economic organization in accordance with the Investment Law and the Enterprise Law for the economic organization to establish a private educational institution in accordance with this Law;

b) Directly investing to establish a private educational institution in accordance with this Law.

Article 55. School Council

1. The school council of public schools is a management organization representing the ownership of the school and relevant parties, and is stipulated as follows:

a) For kindergartens, primary schools, secondary schools, and general education institutions, the school council decides on the direction of the school's activities, mobilizes and supervises the use of resources for the school, connects the school with the community and society, ensuring the achievement of educational goals.

The composition of the school council for kindergartens, primary schools, secondary schools, and general education institutions includes the secretary of the party committee, principal, chairman of the Trade Union, secretary of the Ho Chi Minh Communist Youth Union, representative of the specialized department, representative of the office, representative of local authorities, parent-teacher association, and student representative for middle and high schools;

b) The school council of vocational education institutions operates in accordance with the provisions of the Vocational Education Law;

c) The school council of higher education institutions operates in accordance with the provisions of the Higher Education Law.

2. The school council of privately-established kindergartens, primary schools, and secondary schools is an organization representing the ownership of the school established by the community that founded the school; responsible for deciding on the direction of activities, planning, development plans, organization, personnel, finance, property, ensuring the achievement of educational goals, in compliance with the law.

The composition of the school council includes representatives of the community, representatives of local authorities at the commune level, and individuals who have contributed to building and maintaining the operation of the school.

3. The school council of private schools is a management organization representing the investor and relevant parties, responsible for organizing the implementation of the investor's decisions.

The composition of the school council of private schools invested by domestic and foreign investors includes representatives of the investor, members inside and outside the school elected by the investor assembly, decided according to the proportion of capital contribution.

The composition of the school council of non-profit private schools invested by domestic investors includes representatives of the investor elected by the investors according to the proportion of capital contribution; members inside and outside the school. Members inside the school include those who are automatically members such as the secretary of the party committee, chairman of the Trade Union, representative of the Ho Chi Minh Communist Youth Union (if any), principal; elected members are representatives of teachers and workers elected by the general meeting or the representative meeting of the school. Members outside the school include representatives of management leaders, educators, entrepreneurs, former students elected by the general meeting or the representative meeting of the school.

4. Procedures for establishment, organizational structure, tasks, and powers of the school council for kindergartens, primary schools, secondary schools, and general education institutions are stipulated in the charter and organizational and operational regulations of the school. The transfer of authority from the board of directors to the school council for kindergartens, primary schools, secondary schools, and general education institutions shall be implemented in accordance with the regulations of the Minister of Education and Training.

Article 56. Principal

1. The Principal is the person responsible for managing and directing the activities of the school, appointed or recognized by the competent authority.

2. The Principal of a school within the national education system must be trained and developed in school management business skills and meet the Principal standards.

3. The criteria, tasks, and powers of the Principal; procedures and processes for appointing Principals of preschool education institutions and general education institutions shall be prescribed by the Minister of Education and Training.

4. The criteria, tasks, and powers of the Principal; procedures and processes for appointing Principals of vocational education institutions and higher education institutions shall be implemented in accordance with the provisions of the Vocational Education Law, Higher Education Law, and other relevant laws.

Article 57. Advisory Council in the School

1. The Advisory Council in the school shall be established by the Principal to advise and assist the Principal in performing their duties and powers.

2. The organization and operation of the Advisory Council shall be stipulated in the school charter.

Article 58. Party Organization in the School

The Communist Party of Vietnam organization in the school leads the school and operates within the framework of the Constitution and the law.

Article 59. Mass Organizations and Social Organizations in the School

Mass organizations and social organizations in the school have the responsibility to contribute to achieving educational goals and operate according to the provisions of the law.

Article 60. Tasks and Powers of the School

1. The school has the following tasks and powers:

a) Publicly announce the educational objectives, programs, plans, quality assurance conditions, evaluation and accreditation results, and the credential system of the school;

b) Organize admissions, education, training, scientific research, technology transfer, and confirm or issue credentials according to its authority;

c) Propose needs, participate in hiring teachers and staff in public schools; manage and utilize teachers and staff; manage students;

d) Mobilize, manage, and use resources in accordance with the law; construct facilities according to standardization and modernization requirements;

đ) Coordinate with families, organizations, and individuals in educational activities; organize for teachers, staff, and students to participate in social activities and serve the community.

2. The implementation of tasks, organizational structure, personnel, and finance of public schools shall be regulated as follows:

a) Preschool education institutions and general education institutions shall implement democratic regulations in the school; have the responsibility to account to society, students, and management agencies; ensure the participation of students, families, and society in school management. Management in public preschool education institutions and general education institutions shall be carried out in accordance with the Government's regulations;

b) Vocational education institutions and higher education institutions shall exercise autonomy and accountability in accordance with the provisions of the Vocational Education Law, Higher Education Law, and other relevant laws.

3. Private and privately-run schools shall independently plan and develop the school, organize educational activities, build and develop teaching staff, mobilize, use, and manage resources to achieve educational goals.

Section 2

SPECIALIZED SCHOOLS AND OTHER EDUCATIONAL INSTITUTIONS

Article 61. Boarding schools for ethnic minorities, semi-boarding schools for ethnic minorities, preparatory universities

1. The State establishes boarding schools for ethnic minorities, semi-boarding schools for ethnic minorities, and preparatory universities for students who are ethnic minority people or students from families permanently settled in areas with particularly difficult socio-economic conditions.

2. Boarding schools for ethnic minorities, semi-boarding schools for ethnic minorities, and preparatory universities shall be given priority in arranging teachers, facilities, equipment, and budget.

3. The Minister of Education and Training shall stipulate the conditions for students to study at boarding schools for ethnic minorities, semi-boarding schools for ethnic minorities, and preparatory universities.

Article 62. Specialized schools, talent schools

1. Specialized schools are established at the secondary level for students who achieve outstanding results in their studies to develop talents in certain subjects based on comprehensive general education, creating sources for training talents to meet the country's development requirements.

Artistic, physical education, and sports talent schools are established to develop students' talents in these fields.

2. The State gives priority in arranging teachers, facilities, equipment, and budget for specialized schools and talent schools established by the State; provides preferential policies for talent schools established by organizations and individuals.

3. The Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs, within their respective functions and powers, shall stipulate advanced educational programs, organizational regulations, and activities of specialized schools and talent schools.

Article 63. Schools and classes for persons with disabilities

1. The State establishes and encourages organizations and individuals to establish schools and classes for persons with disabilities to help them recover functions, learn culture, vocational skills, and integrate into society.

2. The State gives priority in arranging teachers, facilities, equipment, and budget for schools and classes for persons with disabilities established by the State; provides preferential policies for schools and classes for persons with disabilities established by organizations and individuals.

Article 64. Rehabilitation schools

1. Rehabilitation schools have the mission of educating juvenile offenders to enable these subjects to cultivate and develop healthily, become honest people with the ability to reintegrate into social life.

2. The Minister of Public Security is responsible for leading and coordinating with the Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs to stipulate educational programs for rehabilitation schools.

Article 65. Other educational institutions

1. Other educational institutions in the national education system include:

a) Independent kindergartens, independent pre-school classes, independent primary classes, illiteracy elimination classes, foreign language classes, computer classes, classes for children in difficult circumstances without the opportunity to attend school, classes for disabled children;

b) Continuing education centers, vocational education and continuing education centers, vocational education centers, community learning centers, integration education support centers, other centers performing regular education tasks;

c) Academies, institutes established by the Prime Minister according to the provisions of the Law on Science and Technology are permitted to train doctoral degree holders.

2. The head of other educational institutions specified in Clause 1 of this Article shall be responsible for the quality of education, management, and operation of the educational institution in accordance with the law.

3. The Government shall provide detailed regulations on the conditions, authority to establish, permit establishment, merge, divide, dissolve, suspend operations of educational institutions specified in point a and point b of Clause 1 of this Article, except for vocational education centers. The Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs, within their respective functions and powers, shall stipulate organizational regulations and activities of educational institutions specified in point a and point b of Clause 1 of this Article.

Chapter IV

TEACHERS

Section 1

POSITION, ROLE, AND STANDARDS OF TEACHERS

Article 66. Position and Role of Teachers

1. Teachers perform teaching and educational tasks at educational institutions, except for those specified in point c, Clause 1, Article 65 of this Law.

Teachers who teach at preschool education institutions, general education institutions, other educational institutions, and at the primary and secondary levels are called teachers; teachers who teach at the college level and above are called lecturers.

2. Teachers play a decisive role in ensuring educational quality and hold an important position in society, receiving societal respect.

Article 67. Standards for Teachers

Teachers must meet the following standards:

1. Possess good moral character, ideology, and ethics;

2. Meet occupational standards according to their job positions;

3. Have skills to update and enhance professional competence;

4. Ensure health requirements for the profession.

Article 68. Professors and Associate Professors

1. Professors and Associate Professors are titles of teachers engaged in teaching and scientific research at higher education institutions who meet the Professor and Associate Professor standards appointed by the higher education institution.

2. The Prime Minister shall stipulate the standards, procedures for appointment and removal of the titles of Professor and Associate Professor.

Section 2

TASKS AND RIGHTS OF TEACHERS

Article 69. Tasks of Teachers

1. Teach and educate in accordance with educational goals and principles, fully and qualitatively implement the educational program.

2. Set a good example in fulfilling civic duties, school regulations, and teacher conduct rules.

3. Maintain teacher integrity, reputation, and honor; respect and treat students fairly; protect students' legitimate rights and interests.

4. Study and train to improve moral character, political level, professional expertise, innovate teaching methods, and set good examples for students.

Article 70. Rights of Teachers

1. Teach according to their trained specialty.

2. Receive training and further education to enhance political, professional, and vocational levels.

3. Enter into contracts for guest lectures or scientific research at other educational institutions or research centers.

4. Be respected and protected in terms of personal dignity, reputation, and physical safety.

5. Enjoy summer vacation as prescribed by the Government and other holidays as prescribed by law.

Article 71. Guest Lectures

1. Guest lectures involve inviting individuals meeting the standards stipulated in Article 67 of this Law to teach. Individuals invited to teach are referred to as guest teachers or guest lecturers.

2. Guest teachers and guest lecturers must fulfill the tasks prescribed in Article 69 of this Law. Guest teachers and guest lecturers who are civil servants or public officials must ensure they complete their duties at their place of work.

3. Encourage inviting domestic teachers and scientists, Vietnamese scientists residing abroad, and foreign experts to teach at educational institutions under the guest lecture system.

Section 3

TRAINING AND ENHANCEMENT OF TEACHERS

Article 72. Required Qualifications for Teachers

1. Required qualifications for teachers are as follows:

a) Hold a bachelor's degree from a teacher training college or higher for kindergarten teachers;

b) Hold a bachelor's degree in a teacher training field or higher for elementary school teachers, middle school teachers, and high school teachers.

In cases where subjects lack teachers with a bachelor's degree in a teacher training field, they must have a bachelor's degree in a relevant field and a certificate of vocational teacher training;

c) Hold a master's degree for teachers teaching at the university level; hold a doctoral degree for teachers teaching and supervising master's theses and doctoral dissertations;

d) Required qualifications for teachers teaching at vocational education institutions shall be implemented in accordance with the provisions of the Vocational Education Law.

2. The Government shall stipulate the roadmap for implementing the required qualifications for kindergarten teachers, elementary school teachers, and middle school teachers as specified in points a and b of Clause 1 of this Article. The Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs, within their respective areas of responsibility, shall stipulate the use of teachers in cases where the requirements of Clause 1 of this Article are not met.

Article 73. Training and Capacity Building for Teachers

1. The State has policies to train and build capacity to enhance teachers' political, professional, and vocational qualifications; teachers sent for training and capacity building shall receive their salary and allowances as prescribed by the Government.

2. Educational institutions have the responsibility to create conditions for teachers to obtain training and capacity building that meets the standards set forth by law.

Article 74. Educational Institutions Implementing Tasks of Training and Capacity Building for Teachers and Educational Management Staff

1. Educational institutions implementing tasks of training and capacity building for teachers include teacher training schools, educational institutions with teacher training departments, and educational institutions permitted to train and build capacity for teachers.

2. Educational institutions implementing tasks of training and capacity building for educational management staff include teacher training schools, higher education institutions with educational management departments, and educational institutions permitted to train and build capacity for educational management staff.

3. Teacher training schools established by the State to train and build capacity for teachers and educational management staff shall be prioritized in teacher recruitment, educational management staff deployment, investment in infrastructure construction, dormitories, and ensuring training funding. Teacher training schools must have practical schools or practical bases.

4. The Minister of Education and Training and the Minister of Labor, Invalids, and Social Affairs, within their respective duties and authorities, shall prescribe the implementation of tasks of training and capacity building for teachers and educational management staff and the educational institutions permitted to train and build capacity for teachers and educational management staff.

Section 4

POLICIES FOR TEACHERS

Article 75. Teachers' Day

November 20th each year is Teachers' Day in Vietnam.

Article 76. Salary

Teachers shall be assigned salaries commensurate with their job positions and occupational labor; they shall be given priority in enjoying special profession allowances as prescribed by the Government.

Article 77. Policies for Teachers

1. The State has policies on recruitment, utilization, remuneration, and provision of necessary material and spiritual conditions for teachers to fulfill their roles and responsibilities.

2. Teachers working at specialized schools, talent schools, boarding schools for ethnic minorities, semi-boarding schools for ethnic minorities, preparatory universities, classes for persons with disabilities, correctional schools, or other specialized schools, who implement inclusive education, shall enjoy allowance systems and preferential policies.

3. The State has policies to encourage and provide preferential treatment regarding allowance systems and other policies for teachers working in areas with particularly difficult socio-economic conditions.

4. The Government shall provide detailed regulations on this matter.

Article 78. Bestowing Titles of People's Teacher and Outstanding Teacher

Teachers, educational management staff, and educational researchers meeting the criteria stipulated by law shall be bestowed titles of People's Teacher and Outstanding Teacher by the State.

Article 79. Bestowing Honorary Doctorate and Honorary Professor Titles

1. Political and social activists with international prestige, teachers, and scientists residing abroad who are Vietnamese citizens, and foreigners who have made significant contributions to Vietnam's education and science endeavors may be conferred honorary doctorate titles by higher education institutions.

2. Political and social activists with international prestige, teachers, and scientists residing abroad who are Vietnamese citizens, and foreigners who have made significant contributions to Vietnam's education and science endeavors and hold doctoral degrees may be conferred honorary professor titles by higher education institutions.

3. The Government shall provide detailed regulations on this Article.

Chapter V

STUDENTS

Section 1

DUTIES AND RIGHTS OF STUDENTS

Article 80. Students

Students are individuals studying at educational institutions within the national education system, including:

1. Children attending preschool education facilities;

2. Pupils at general education schools, vocational training classes, centers for vocational and continuing education, vocational training centers, junior colleges, preparatory universities;

3. Students at college and university levels;

4. Graduate students at master's training facilities;

5. Doctoral candidates at doctoral training facilities;

6. Students enrolled in regular education programs.

Article 81. Rights of children and policies for children at preschool education facilities

1. Children at preschool education facilities have the following rights:

a) To be cared for, nurtured, and educated according to the preschool education program issued by the Minister of Education and Training; to be provided with health care and protection in accordance with the Law on Children and other relevant laws;

b) To be exempted or granted discounts on public entertainment service tickets.

2. The Government shall stipulate policies for children at preschool education facilities.

Article 82. Responsibilities of students

1. To study and train according to the curriculum, plan, and code of conduct of the educational institution.

2. To respect teachers, staff, and workers of the educational institution; to unite and help each other in studies and training; to comply with internal regulations, statutes, and rules of the educational institution; to abide by the provisions of the law.

3. To participate in labor and social activities, environmental protection activities appropriate to their age, health, and capabilities.

4. To maintain and protect the property of the educational institution.

5. To contribute to building, protecting, and promoting the traditions of the educational institution.

Article 83. Rights of students

1. To be educated and trained to develop comprehensively and fully utilize their potential.

2. To be respected; to have equal opportunities for education and training; to develop talents, skills, creativity, and inventions; to be provided with full information about their studies and training.

3. To advance to higher grades, shorten the time to complete the program, study at a higher age level than prescribed, extend the study period, repeat grades, and be given conditions to study education programs as prescribed by law.

4. To study in a safe and healthy educational environment.

5. To be awarded certificates, diplomas, and confirmation upon graduation from the educational level and completion of the training program as prescribed.

6. To participate in the activities of organizations and social groups within the educational institution in accordance with the law.

7. To use the facilities, library, equipment, and means serving learning, cultural, physical education, and sports activities of the educational institution.

8. To directly or through their lawful representatives propose solutions to the educational institution to contribute to its development and protect the rights and interests of students.

9. To enjoy preferential policies of the State in recruitment to state agencies if they graduate with excellent grades and good morals.

10. To be nominated to participate in the school council in accordance with the regulations.

Section 2

Article 32. Categories of students eligible for preferential policies

Article 84. Educational Credit

The State has preferential credit policies regarding interest rates, conditions, and loan terms to enable students to have the opportunity to study. Encouragement is given to socialize educational credit activities.

Article 85. Scholarships, social allowances, exemptions and reductions in tuition fees, and support for tuition payments and living expenses

1. The State has policies to grant scholarships to encourage study for students who achieve excellent academic results at specialized schools and talent schools as stipulated in Article 62 of this Law, and learners who have good or better academic and discipline results at vocational education institutions and higher education institutions; grants policy scholarships to candidates in special admission programs, high school students in preparatory classes for university, boarding schools for ethnic minorities, and learners in vocational education institutions designated for war invalids and persons with disabilities.

2. The State has policies to provide social allowances and exemptions and reductions in tuition fees for learners who are beneficiaries of social policies, ethnic minority people in areas with extremely difficult socio-economic conditions, orphans, children without parental care, persons with disabilities, and those from poor and near-poor households.

3. The State encourages organizations and individuals to grant scholarships or allowances to learners in accordance with the provisions of the law.

4. Students majoring in teacher training shall be supported with tuition payment and living expenses throughout their entire course of study. Those receiving such support must repay the amount of financial assistance provided by the State after two years from graduation if they do not work in the education sector or do not work for the required period. The maximum repayment period shall be equal to the duration of their training.

Students majoring in teacher training shall enjoy scholarship policies to encourage study, social allowances, and exemptions and reductions in tuition fees as prescribed in Clause 1 and Clause 2 of this Article.

5. The Government shall provide detailed regulations on this matter.

Article 86. Exemptions and reductions in public service fares for students

Students shall enjoy exemption and reduction policies on fares when using public services related to transportation, entertainment, museum visits, historical sites, and cultural facilities as prescribed by the Government.

Article 87. Special Admission Programs

1. The State implements admissions to secondary vocational colleges, and universities through special admission programs for ethnic minority students who belong to very small ethnic groups; ethnic minority students in areas with extremely difficult socio-economic conditions that lack or have very few cadres, civil servants, and public officials who are ethnic minorities; and policies to create sources for special admissions, providing favorable conditions for these groups to attend boarding schools for ethnic minorities and increase the duration of preparatory university courses.

2. Provincial People's Committees base on local needs to propose, allocate quotas for special admissions; send people to study according to approved standards and quotas; admit and arrange employment for graduates. Educational institutions are responsible for supporting learners under special admission programs to ensure quality outcomes.

3. Learners under special admission programs are responsible for returning to work in the locality where they were sent to study; they will be admitted and arranged employment.

4. The Government shall specify detailed criteria and beneficiaries of special admission programs; the implementation of special admission programs and the recruitment of graduates from special admission programs after graduation.

Article 88. Awards for learners

Learners who excel in study and discipline shall be awarded by educational institutions and educational management agencies; in cases of outstanding achievements, they shall be awarded in accordance with the provisions of the law.

Chapter VI

RESPONSIBILITIES OF SCHOOLS, FAMILIES AND SOCIETY IN EDUCATION

Article 89. Responsibilities of Schools

1. Schools shall be responsible for implementing the universal education plan, conduct rules; actively coordinate with families and society to organize or participate in educational activities according to the school's plan, ensuring safety for teachers and students; notify parents or guardians about the academic and discipline results of students.

2. Other educational institutions shall apply relevant provisions concerning schools in this Chapter.

Article 90. Responsibilities of Families

1. Parents or guardians shall be responsible for nurturing, educating, and caring for their children or wards, creating conditions for them to study, implement universal education, complete compulsory education, cultivate, and participate in school activities; respect teachers, not infringing upon their dignity or physical integrity.

2. Family members shall be responsible for building a cultured family environment, creating favorable conditions for comprehensive development in morality, intellect, physique, and aesthetics of their children; older family members shall be responsible for educating and setting examples for their children, working together with schools to enhance the quality and effectiveness of education.

Article 91. Responsibilities of Parents or Guardians of Students

1. Receive information on the academic and discipline results of their children or wards.

2. Participate in educational activities according to the school's plan; participate in the parent representative council within the school.

3. Coordinate with the school and educational management authorities to resolve issues related to the education of their children or wards as prescribed.

Article 92. Parent Representative Councils for Students and Preschool Children

1. Parent representative councils for students and preschool children shall be organized each school year in general education and preschool education, elected by parents or guardians of students and preschool children from each class and school to cooperate with the school in caring for, nurturing, and educating students and preschool children and operating according to regulations of the Minister of Education and Training.

2. Parent representative councils for students and preschool children shall not be organized across multiple schools or at administrative levels.

Article 93. Responsibilities of Society

1. Agencies, organizations, and individuals shall have the following responsibilities:

a) Support and cooperate with schools in organizing educational activities and scientific research; create conditions for teachers and learners to visit, engage in experiential activities, internships, and scientific research;

b) Participate in building a safe and healthy educational environment, preventing activities that negatively impact learners;

c) Create conditions for citizens within the specified age range to fulfill their educational obligations to implement universal education, complete compulsory education, allowing learners to enjoy healthy play and cultural, sports activities;

d) Provide resources for the development of the education sector to the best of their ability.

2. The Vietnam Fatherland Front and its member organizations shall have the responsibility to mobilize the entire population to care for the education cause.

3. The Ho Chi Minh Communist Youth Union and the Ho Chi Minh Young Pioneer Organization shall have the responsibility to coordinate with schools in educating and mobilizing young people, teenagers, and children to set good examples in studying and cultivating themselves, and participating in the development of the education cause.

Article 94. Scholarship Fund and Educational Support Fund

The State encourages organizations and individuals to establish scholarship funds and educational support funds. The establishment and operation of scholarship funds and educational support funds shall be carried out in accordance with the provisions of the law.

Chapter VII

INVESTMENT AND FINANCE IN EDUCATION

Article 95. Sources of Financial Investment for Education

Sources of financial investment for education include:

1. State budget;

2. Legal capital investment from domestic and foreign organizations and individuals;

3. Revenue from educational and training services, scientific and technological activities; revenue from services supporting educational activities of educational institutions; revenue from production and business activities; bank deposit interest and other lawful revenues as prescribed by law;

4. State budget funding for commissioned projects and assigned tasks;

5. Borrowed capital;

6. Sponsorship, aid, and donations from domestic and foreign organizations and individuals.

Article 96. State Budget Investment for Education

1. The State prioritizes the allocation of the education budget, ensuring that at least 20% of the total state budget expenditure is allocated to education and training.

2. The state budget allocated for education shall be distributed based on principles of transparency and democracy; taking into account the scale of education and economic-social development conditions of each region; ensuring sufficient budget for universal education and developing education in ethnic minority areas and regions with particularly difficult economic and social conditions.

The State has the responsibility to allocate adequate and timely funds to implement universal education and to align with the academic year schedule.

3. Educational management agencies and educational institutions have the responsibility to manage and use effectively the allocated education budget and other sources of income in accordance with the provisions of the law.

Article 97. Priority Investment in Finance and Land for School Construction

Ministries, ministerial-level agencies, People's Councils, and People's Committees at all levels are responsible for incorporating school construction, sports facilities, cultural and artistic facilities serving education into sectoral and local socio-economic development plans; prioritizing financial and land investments for school construction and student dormitories in socio-economic development plans.

Article 98. Encouraging Investment in Education

1. The State encourages and creates favorable conditions for organizations and individuals to invest intellectual contributions, labor, and assets in education.

2. Contributions and sponsorships for education by organizations and individuals are deductible when determining taxable income according to tax laws.

3. Organizations and individuals who construct facilities serving education; contribute, sponsor, or support money or materials to develop the education cause shall be considered for recognition through appropriate forms.

Article 99. Tuition Fees and Costs of Educational Services

1. Tuition fees are amounts paid by students to cover part or all of the costs of educational and training services. The level of tuition fees is determined according to a schedule ensuring the cost of educational and training services as prescribed by the Government; for vocational education institutions and higher education institutions, it is implemented according to the provisions of the Vocational Education Law and the Higher Education Law.

2. Costs of educational and training services include all salary expenses, direct expenses, management expenses, depreciation expenses of fixed assets directly and indirectly serving educational activities according to the educational program.

The amount of admission service fees that candidates must pay when participating in admissions examinations is determined according to a schedule ensuring accurate and full calculation.

3. Elementary school students in public educational institutions do not have to pay tuition fees; in areas where there are insufficient public schools, elementary school students in private educational institutions are supported by the State to pay tuition fees, the level of support is decided by the Provincial People's Council.

4. Five-year-old children in remote and extremely difficult communes, ethnic minority areas, deep mountainous areas, coastal areas, and islands are exempt from tuition fees.

5. Five-year-old children not falling under the category specified in Clause 4 of this Article and junior high school students are exempt from tuition fees according to a schedule prescribed by the Government.

6. Mechanism for collecting and managing tuition fees and other charges in educational activities is regulated as follows:

a) The Government regulates the mechanism for collecting and managing tuition fees for public pre-school, primary, secondary, vocational, and higher education institutions;

b) The Provincial People's Council decides on the framework or specific level of tuition fees and other service charges for public educational institutions within its administrative management authority over education based on the proposal of the Provincial People's Committee;

c) The Provincial People's Committee regulates the mechanism for collecting and using service fees for admissions at various levels managed by the locality after being approved by the Provincial People's Council;

d) Private and self-financing educational institutions have the right to independently set tuition fees and other service charges to ensure cost recovery and reasonable accumulation. They must publicly disclose the costs of educational and training services and the fee levels according to commitments in the school establishment project, publicly disclosed for each course, grade level, and academic year as prescribed by law.

Article 100. Tax incentives for textbooks and teaching materials, educational equipment

The publication of textbooks, course books, teaching materials; the production and supply of educational equipment, toys for children in preschool education institutions; the importation of books, newspapers, teaching materials, learning materials, educational equipment, research equipment used in educational institutions shall be entitled to tax incentives from the State in accordance with the provisions of the Law on Tax.

Article 101. Financial regime for educational institutions

1. Public educational institutions shall manage revenues and expenditures, manage and use assets in accordance with the provisions of the Law on State Budget, the Law on Management and Use of Public Assets, and other relevant laws; implement accounting, auditing, taxation, and financial transparency systems as prescribed by law.

2. Private educational institutions shall operate on the principle of financial autonomy, implementing accounting, auditing, taxation, asset valuation, and financial transparency systems as prescribed by law. Revenues of private educational institutions shall be used for the activities of the institution, fulfilling obligations to the state budget, establishing development funds and other funds of the institution, and the remainder shall be distributed to investors according to their capital contribution ratio, except for non-profit educational institutions.

3. Educational institutions must publicly disclose the costs of educational services and training, and fee levels for each academic year for preschool and general education; for each academic year and projected for the entire program for vocational education and higher education.

Article 102. Ownership rights to property and capital transfer for private schools and private schools

1. The property of private schools belongs to the legal entity of the school. The property of private schools is protected by the State in accordance with the law.

2. The property of private schools belongs to the investor, formed from the investor's capital contribution, as determined by the capital contribution record of the investor. The transfer of contributed capital to the school shall be carried out in accordance with the law.

3. The transfer of capital for private schools must ensure the stability and development of the school and shall be implemented in accordance with the regulations of the Government.

Article 103. Preferential policies for private schools

1. Private schools shall be granted or leased land, provided or leased facilities, and supported by the budget when performing tasks assigned by the State, and shall enjoy preferential policies on taxes and credit; the State shall guarantee funding to implement policies for students as stipulated in Article 85 of this Law.

2. The Government shall provide detailed regulations for this Article.

Chapter VIII

STATE MANAGEMENT OF EDUCATION

Section 1

CONTENTS AND ORGANIZATIONS OF STATE MANAGEMENT OF EDUCATION

Article 104. Contents of state management of education

1. Developing and directing the implementation of strategies, planning, policies for education development.

2. Issuing and organizing the implementation of regulatory legal documents on education; issuing school charters, basic standards for educational institutions, rules on organization and operation of educational institutions, parent-teacher association charters; regulating teaching and education activities within and outside schools; regulations on assessment of learning outcomes and discipline; rewarding and disciplining students.

3. Specifying job title standards, working conditions for teachers and educational managers; job position framework and staffing norms in educational institutions; standards for heads and deputy heads of educational institutions; standards for job titles of heads and deputy heads of specialized agencies under provincial and district People's Committees; professional standards for teachers; issuing codes of conduct for teachers and educational institutions; regulations on recruitment conditions, standards, and forms.

4. Specifying educational goals, programs, contents; national qualification frameworks; teacher standards; standards and staffing norms for educational infrastructure, libraries, and school equipment; textbook compilation and usage; examination, testing, admission, joint training, and management of certificates; recognition of foreign educational institution certificates for use in Vietnam.

5. Regulations on quality assessment of education; organization and management of quality assurance and quality assessment of education.

6. Implementing statistical work and information on organizational and operational activities in education.

7. Organizing the educational management system.

8. Organizing and directing the training, development, management of teachers and educational managers.

9. Mobilizing, managing, and using resources for the development of the education sector.

10. Organizing and managing scientific research and technology application in the field of education.

11. Organizing and managing international cooperation and foreign investment in education.

12. Inspecting and supervising compliance with laws on education; resolving complaints, accusations, rewards, and handling violations of law in education.

Article 105. State Management Authority on Education

1. The Government shall uniformly manage state affairs concerning education.

The Government shall submit to the National Assembly for approval before deciding on major policies that affect citizens' rights and obligations to study nationwide, policies regarding curriculum reform at a certain educational level; annually report to the National Assembly on educational activities and the implementation of the education budget; submit to the Standing Committee of the National Assembly for approval before implementing nationwide successful pilot policies in education that will affect citizens' rights and obligations to study nationwide.

2. The Ministry of Education and Training shall be responsible to the Government for managing state affairs concerning preschool education, general education, higher education, secondary teacher training colleges, college-level teacher training institutions, and continuing education.

3. The Ministry of Labor, Invalids and Social Affairs shall be responsible to the Government for managing state affairs concerning vocational education, except for secondary teacher training colleges and college-level teacher training institutions.

4. Ministries and ministerial-level agencies within their respective mandates shall have the responsibility to coordinate with the Ministry of Education and Training and the Ministry of Labor, Invalids and Social Affairs in managing state affairs concerning education.

5. People's Committees at all levels shall manage state affairs concerning education according to the decentralization of the Government, within their respective mandates, and perform the following tasks:

a) Inspect compliance with laws on education by educational institutions within their jurisdiction;

b) Ensure conditions for teaching staff, finance, infrastructure, libraries, and teaching equipment for public schools under their management;

c) Develop various types of schools, implement socialization in education; ensure the expansion of scale, improvement of quality, and effectiveness of education in their locality;

d) Implement state policies and local policies to ensure the autonomy and accountability of educational institutions under their management in fulfilling their tasks and educational quality;

e) Be responsible for the results of implementing strategies, planning, policies, and development plans for education in their locality.

Section 2

INTERNATIONAL COOPERATION IN EDUCATION

Article 106. Principles of International Cooperation in Education

The State shall expand and develop international cooperation in education based on the principles of respecting national independence and sovereignty, equality, and mutual benefit.

Article 107. Cooperation in Education with Foreign Countries

1. The State encourages and creates favorable conditions for Vietnamese educational institutions to cooperate with foreign organizations and individuals, and overseas Vietnamese in teaching, learning, and scientific research.

2. The State encourages and creates favorable conditions for Vietnamese citizens to go abroad for teaching, learning, scientific research, and academic exchanges either independently or through funding provided by domestic organizations and individuals or sponsored by foreign organizations and individuals.

3. The State allocates budget funds to send qualified individuals with moral character and competence to study and conduct research abroad in key fields and industries to serve the cause of building and defending the country.

4. The Government shall stipulate regulations on Vietnamese citizens going abroad for teaching, learning, scientific research, and academic exchanges; cooperation in education with foreign organizations and individuals and overseas Vietnamese.

Article 108. Cooperation and Foreign Investment in Education

1. Foreign organizations and individuals, international organizations, overseas Vietnamese are encouraged and facilitated by the State to teach, study, invest, sponsor, cooperate, conduct scientific research, apply and transfer technology related to education in Vietnam; their lawful rights and interests are protected according to Vietnamese laws and international treaties to which the Socialist Republic of Vietnam is a member.

2. Educational cooperation with Vietnam must ensure the education of learners in character, quality, and citizen capabilities; respect the national cultural identity; implement educational goals and requirements regarding content and methods suitable for each level of education and training within the national education system; educational activities must comply with Vietnamese laws.

3. Forms of foreign cooperation and investment in education in Vietnam include:

a) Educational linkage and training;

b) Establishing representative offices;

c) Establishing branch offices;

d) Establishing educational institutions;

đ) Other forms of cooperation and investment.

4. The Government shall provide detailed regulations on this matter.

Article 109. Recognition of Foreign Diplomas

1. Diplomas issued by foreign educational institutions are recognized for use in Vietnam under the following circumstances:

a) Diplomas issued by foreign secondary schools and higher education institutions after completing an education program that meets the quality standards set by the issuing country and recognized by the competent authority of that country;

b) Diplomas issued by foreign educational institutions legally operating in another country where the main office is located, provided that the competent authorities of both countries permit the establishment of branch offices or joint training programs and meet the conditions specified in point a of this clause;

c) Diplomas issued by foreign educational institutions legally operating in Vietnam, conducting educational activities in accordance with regulations on cooperation and investment in education issued by the Government, approved by the competent authority, and meeting the conditions specified in point a of this clause.

2. The Minister of Education and Training, within the scope of his/her duties and powers, signs international agreements on equivalence of diplomas or mutual recognition of diplomas; specifies detailed conditions, procedures, and authorities for recognizing diplomas; provides information about higher education institutions that meet quality standards recognized by the home country.

The recognition of vocational education diplomas issued by foreign entities shall be carried out in accordance with the provisions of the Vocational Education Law.

Section 3

QUALITY ASSESSMENT OF EDUCATION

Article 110. Objectives, Principles, and Subjects of Quality Assessment in Education

1. The objectives of quality assessment in education are as follows:

a) Ensuring and improving the quality of education;

b) Confirming the degree of compliance with the goals of educational institutions or training programs at each stage;

c) Serving as a basis for educational institutions to explain to owners, competent state agencies, relevant parties, and society about the current status of educational quality;

d) Providing a basis for learners to choose educational institutions or training programs, and for employers to select human resources.

2. Quality assessment in education must adhere to the following principles:

a) Independence, objectivity, legality;

b) Honesty, transparency, openness;

c) Equality, mandatory, periodic.

3. The subjects of quality assessment in education include:

a) Educational institutions for early childhood education, general education, and continuing education;

b) Educational institutions and training programs at various levels for vocational education and higher education.

Article 111. Content of State Management on Education Quality Assessment

1. Issuing regulations on standards for evaluating education quality; procedures and cycles of education quality assessment at each level of education and training; principles of operation, conditions and standards for organizations and individuals engaged in education quality assessment; granting permission to operate education quality assessment; issuing and revoking certificates of education quality assessment.

2. Managing activities of education program assessment and educational institution assessment.

3. Guiding organizations, individuals, and educational institutions to implement evaluation and education quality assessment.

4. Inspecting and evaluating the implementation of regulations on education quality assessment.

Article 112. Organization of Education Quality Assessment

1. Organizations for education quality assessment include:

a) Organizations for education quality assessment established by the State;

b) Organizations for education quality assessment established by domestic and foreign organizations and individuals;

c) Foreign organizations for education quality assessment.

2. The organization and implementation of education quality assessment shall be regulated as follows:

a) The Government shall stipulate conditions and procedures for establishing, permitting operations, suspending, and dissolving organizations for education quality assessment; stipulating conditions and procedures for foreign organizations for education quality assessment to be recognized to operate in Vietnam;

b) The Minister of Education and Training shall decide on establishment or permission to establish, permit operations, suspend operations, dissolve organizations for education quality assessment, and stipulate responsibilities and authorities of organizations for education quality assessment in early childhood education, general education, and continuing education; decide on recognition and revocation of recognition decisions for foreign organizations for education quality assessment operating in Vietnam; stipulate supervision and evaluation of organizations for education quality assessment;

c) Education quality assessment for vocational education and higher education shall be implemented according to the provisions of the Vocational Education Law and the Higher Education Law.

Chapter IX

IMPLEMENTING PROVISIONS

Article 113. Amending and Supplementing Certain Articles of the Vocational Education Law No. 74/2014/QH13 which has been amended and supplemented certain articles according to Law No. 97/2015/QH13 and Law No. 21/2017/QH14

1. Amending and supplementing Point a and Point b Clause 3 Article 32 as follows:

"a) A person holding a high school graduation certificate or a certificate of completion of the general education program or a certificate of meeting the required amount of cultural knowledge of high school, having a diploma from a college with a grade of excellent or higher and registering to study in the same major or trade;
b) A person holding a high school graduation certificate or a certificate of completion of the general education program or a certificate of meeting the required amount of cultural knowledge of high school, having a diploma from a college with a grade of good, having worked for at least two years in the same major or trade they were trained in and registering to study in the same major or trade;"

2. Amending and supplementing Clause 3 Article 33 as follows:

"3. The duration of associate degree training under the academic year system shall be carried out from two to three academic years depending on the major or trade for a person holding a high school graduation certificate; from one to two academic years depending on the major or trade for a person holding a college diploma in the same field, trade and a high school graduation certificate or a certificate of completion of the general education program or a certificate of meeting the required amount of cultural knowledge of high school. The duration of associate degree training under the modular or credit system is the time accumulated enough number of modules or credits for each training program for a person holding a high school graduation certificate or a certificate of completion of the general education program or a certificate of meeting the required amount of cultural knowledge of high school."

Article 114. Effective Date

1. This Law shall take effect from July 1, 2020.

2. The Education Law No. 38/2005/QH11, which has been amended and supplemented by Laws No. 44/2009/QH12, No. 74/2014/QH13, and No. 97/2015/QH13, shall cease to be effective from the date this Law takes effect, except as provided for in Article 115 of this Law.

Article 115. Transitional Provisions

Students of teacher training programs who were admitted before this Law takes effect shall continue to be governed by the provisions set forth in Clause 3 of Article 89 of the Education Law No. 38/2005/QH11, as amended and supplemented by Laws No. 44/2009/QH12, No. 74/2014/QH13, and No. 97/2015/QH13.

 This Law was passed by the National Assembly of the Socialist Republic of Vietnam, the 7th session of the 14th term, on June 14, 2019.