Decision No. 48/2002/QĐ-TTg on approving the vocational training school network planning for the period 2002-2010

DECISION

Regarding the approval of the Vocational Training School Network Planfor the period 2002 - 2010 

__________________________

PRIME MINISTER

Pursuant to the Law on Organization of the Government dated December 25, 2001;

Based on the Labor Code dated June 23, 1994;

Pursuant to the Education Law dated December 2, 1998;

Pursuant to Decree No. 02/2001/NĐ-CP dated January 9, 2001 of the Government detailing the implementation of the Labor Code and the Education Law on Vocational Training;

Considering the proposal of the Minister of Labor, Invalids and Social Affairs;

 

DECISION:

- Prime Minister;1. Approves the Vocational Training School Network Plan for the period 2002 - 2010 with the following main contents:

1. Planning objectives:

- Establishing a vocational training school network and other vocational training institutions to meet the needs of economic and social development, consolidate national defense and security, serve the cause of industrialization and modernization of the country;

- Gradually improving the quality of vocational training, rapidly increasing the proportion of workers who have received vocational training, and addressing unreasonable aspects of human resource structure;

- Creating opportunities for a large number of workers to acquire occupational knowledge and skills, and the ability to absorb new technologies to create their own jobs and actively seek entrepreneurial opportunities;

2. Principles of planning:

- Based on the national economic and social development strategy, of each industry, economic region, and local area; adjusting the occupational structure reasonably according to level and region; expanding the scale of training based on ensuring quality and effectiveness, combining training with employment;

- Ensuring continuity and suitability with the state's and society's investment capacity; promoting socialization; encouraging the development of non-state vocational training institutions and those with foreign capital;

- Expanding the training of technical workers, technicians, and business staff at various levels; linking between different occupations, training levels, and other educational levels within the national education system;

3. Content of the plan:

a) Training Levels:

Forming a system of practical technical training programs for short-term vocational courses under one year (semi-skilled) and long-term courses from one to three years (skilled and advanced):

- Semi-skilled: Equipped with some basic occupational knowledge and skills;

- Skilled: Equipped with broad or specialized occupational knowledge and skills, capable of handling complex tasks;

- Advanced: Equipped with proficient occupational skills and necessary specialized technical knowledge based on secondary or vocational high school education to operate modern equipment and handle diverse complex situations in automated production lines and modern technology;

Those who complete short-term vocational courses will be awarded vocational certificates, while those who complete long-term courses will be awarded vocational graduation diplomas as stipulated by the Education Law;

Ensuring the ratio of training among different levels in accordance with the needs of economic restructuring, labor structure, and technological development pace; focusing on training highly skilled technical workers, technicians, and business staff to enhance the competitiveness of the economy;

b) Vocational Training School Network:

- Vocational training facilities include vocational schools, vocational centers, and vocational classes. The vocational training school network includes both vocational high schools and technical colleges with vocational training functions;

- Gradually building and perfecting existing schools towards standardization and modernization to increase training capacity, quality, and effectiveness; concentrating investments to upgrade and develop high-quality vocational schools and advanced vocational training schools in key economic regions and concentrated industrial zones for certain leading industries in line with economic and social development planning;

- Adjusting the school network under ministries, sectors, and localities to suit the needs of occupational labor structure transformation; establishing new schools in provinces without such schools, in dynamic economic regions, industries, localities, and enterprises with significant demand for trained labor; forming multi-disciplinary schools in the Mekong Delta, Northwest, Central Highlands, and Central Coast regions;

- Developing vocational training facilities in enterprises, non-state sectors, foreign-invested facilities, and vocational training programs in community education centers;

- By 2005, each province (city) should have at least one vocational school, each district should have a short-term vocational center, and by 2010, some districts should have vocational schools;

c) Enrollment Scale:

- Increasing the scale of long-term vocational enrollment by about 11-12% annually and raising the proportion of workers who have undergone vocational training to 26% by 2010;

- Raising the proportion of long-term vocational enrollment in total vocational enrollment from 16% (in 2000) to approximately 22% (in 2005) and 27% (in 2010), with the advanced training level accounting for about 7% (in 2005) and 15% (in 2010);

- Increasing the proportion of students enrolled in non-state vocational training to about 70% by 2010;

d) Occupational Structure of Training:

- Regularly forecasting and adjusting the occupational structure of training to meet the needs of the labor market in various industries, agriculture, and services;

- Concentrating on training high-tech and high-quality service occupations for major cities, industrial zones, and export processing zones; prioritizing leading industries such as information technology, telecommunications, precision machinery, mechatronics, electronics, aviation, petrochemicals, new materials, biotechnology, and industries with high labor demand such as textiles, fisheries; emphasizing vocational training to support agricultural industrialization, rural development, mountainous areas, and labor export;

đ) Teaching Staff for Vocational Training:

- Gradually standardizing the teaching staff; raising the average teacher-to-student ratio to 1/15 by 2010; gradually increasing the proportion of teachers with postgraduate qualifications at vocational schools, especially at advanced vocational schools;

e) Technical Infrastructure:

- Mobilizing all resources to upgrade the technical infrastructure of existing vocational schools and establish new schools; gradually standardizing construction area, classroom area, workshop area, dormitory area, and investment per student seat; standardizing and modernizing vocational training equipment;

- Concentrate investment in building physical infrastructure and technical facilities for high-quality schools and some vocational training institutions under ministries, sectors, and localities;

g) Research and production activities in vocational training institutions:

- Strengthen scientific research, experimental work, and the application of new technologies to production to serve teaching and learning activities;

- Encourage the establishment of production and service bases suitable for the training fields to implement the principle of combining study with practice, creating conditions for students to hone their skills and adding resources for school development;

4. Main solutions:

a) On Organization:

- Ministries, sectors, and localities review all affiliated vocational training institutions comprehensively to develop appropriate restructuring solutions in line with development needs in terms of scale, industry structure, and training levels;

- Develop and promulgate legal documents on standards and criteria for high-quality schools; establish and promulgate conditions and regulations regarding procedures for establishing new institutions, mergers, divisions, dissolutions, upgrading schools, and registration for vocational training activities;

- Develop and promulgate policies to attract teachers and vocational students;

b) Regarding quality assurance conditions:

- Reform and modernize training programs and contents towards flexibility, enhancing practical skills, self-employment capabilities, adaptability to technological changes and business realities, linking with employment opportunities; build vocational training programs based on modules, ensuring connectivity between different training levels within the national education system and other training levels; develop advanced vocational training program contents in line with regional and global advanced standards;

- Reform and modernize teaching and learning methods; leverage individual capabilities, enhance student initiative and positivity;

- Develop a teacher training program: increase the scale of teacher training at Technical Colleges of Education, Technical Pedagogical Universities, and Technical Education Departments at other universities; research and establish new teacher training institutions in areas with high demand; train teachers according to standards; develop a part-time lecturer team; conduct cyclical five-year professional training sessions; supplement teachers for new trades and those with postgraduate qualifications for advanced vocational training programs;

- Encourage and strengthen collaboration between training institutions and production bases; combine basic knowledge and skill training at schools with occupational skill training at production and business bases; mobilize experts from production and business bases, education, science, and technology to participate in developing training content, programs, and evaluation results;

- Develop and implement a system for vocational training quality assessment;

c) Regarding investment:

- Increase state budget investment; seek grants or favorable interest loans from international organizations and foreign countries; mobilize social resources, especially from businesses, and expand foreign joint investment models for vocational training development; focus investment on high-quality schools;

- Develop and promulgate mechanisms and policies to encourage economic components, units, and individuals to establish vocational training institutions;

d) Regarding management:

- Improve the management system; train and enhance the capacity and quality of the vocational training management staff at all levels; strengthen planning and forecasting human resource needs and the role of state regulation in training scale and structure;

- Strengthen state management over vocational training investment resources; reform financial management mechanisms to improve investment efficiency;

- Enhance the autonomy and responsibility of schools while emphasizing inspection, supervision, and quality assessment by management levels;

5. Implementation timeline:

a) Period 2002-2005

- Ministries, sectors, and localities review the current training capacity of schools under their jurisdiction according to established standards to adjust the scale, industry structure, and training level structure appropriately;

- Invest in upgrading physical infrastructure, machinery, and equipment for vocational training and learning; reform training programs and teaching methods; upgrade 25 schools to become high-quality schools;

- Establish new vocational training schools in provinces (cities) without such schools, some schools in industries and industrial zones based on development needs, non-public vocational training institutions, and vocational training bases belonging to enterprises; convert some public institutions to non-public ones to ensure that by 2005, they can accommodate approximately 20% of long-term students and 84% of short-term students;

b) Period 2006-2010

- Establish new schools and invest in building an additional 15 high-quality schools to reach 40 high-quality schools by 2010; continue investing in upgrades to increase the scale and improve the quality of vocational training;

- Develop more non-public vocational training institutions and those belonging to enterprises to ensure by 2010, they can accommodate approximately 30% of long-term students and 88% of short-term students;

Article 2. Based on this Decision, the Ministry of Labor, Invalids, and Social Affairs shall take the lead in coordinating with the Ministry of Education and Training, relevant ministries and sectors, provinces and centrally-administered cities, and schools to develop detailed implementation plans for the master plan; draft and promulgate guiding documents; develop annual implementation plans; compile and report on the implementation status to the Prime Minister.

Article 3. This Decision takes effect fifteen days after the date of signature.

Article 4. Ministers, Heads of ministerial-level agencies, Heads of government-affiliated agencies, Chairpersons of People's Committees of provinces and centrally governed cities are responsible for implementing this Decision./.