Decision No. 58/2003/QĐ-BGDĐT on approving the Project for Teaching Information Technology, Applying Information Technology and Communication in Secondary Schools for the period 2004-2006

DECISION OF THE MINISTER OF EDUCATION AND TRAINING

Regarding the approval of the Project on Teaching Computer Science, Applying Information Technology

and Communication in Secondary Schools for the Period 2004 - 2006

MINISTER OF EDUCATION AND TRAINING

Pursuant to Decree No. 86/2002/NĐ-CP dated November 5, 2002 of the Government stipulating the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;

Pursuant to Decree No. 85/2003/NĐ-CP dated July 18, 2003 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to Resolution No. 40/2000/QH10 of the National Assembly and Directive No. 14/2001/CT-TTg dated June 11, 2001 of the Government Prime Minister on reforming secondary education programs;

Pursuant to Directive No. 58/CT-TW dated October 17, 2000 of the Politburo on accelerating the application and development of information technology to serve industrialization and modernization;

Pursuant to Directive No. 29/2001/CT-BGD&ĐT dated July 30, 2001 of the Minister of Education and Training on strengthening teaching, training, and applying information technology in the education sector during the period 2001 - 2005;

Considering the proposal of the Director of the Department of Organization and Cadres and the Director of the Institute of Strategy and Educational Programs,

DECISION:

Article 1. Approves the "Project on Teaching Computer Science, Applying Information Technology and Communication in Secondary Schools for the Period 2004 - 2006" attached hereto as the basis for implementing computer science teaching, applying information technology and communication in secondary schools.

Article 2. Entrusts the Institute of Strategy and Educational Programs to take the lead and coordinate with the Departments of Primary Education, Secondary Education, Planning and Finance, Science and Technology, Organization and Cadres, and other relevant units to implement the Project as stipulated in Article 1.

Article 3. The Standard Measurement Quality Control Department shall be responsible for organizing and guiding the implementation of the Regulations adopted herein.

The Heads of the General Offices, Directors of the Departments of Organization and Cadres, Planning and Finance, Primary Education, Secondary Education, Science and Technology, the Director of the Institute of Strategy and Educational Programs, Principals of teacher training schools, Directors of Provincial Departments of Education and Training, and Heads of relevant units shall be responsible for enforcing this Decision.

PROJECT ON TEACHING COMPUTER SCIENCE AND APPLYING
INFORMATION TECHNOLOGY AND COMMUNICATION IN
SECONDARY SCHOOLS FOR THE PERIOD 2004 - 2006

(Issued together with Decision No. 58/2003/QĐ-BGDĐT dated December 18, 2003)
of the Minister of Education and Training)

A. SOME GENERAL ISSUES

New achievements in science and technology, particularly in information technology in the last decades of the 20th century, have brought about significant changes in the economic and social development of all countries, in all fields, and in the lives of individuals. The significance and importance of Computer Science and Information Technology and Communication, as well as the requirements for accelerating the application and development of Information Technology and Communication, and training human resources to meet the demands of industrialization and modernization, towards a knowledge-based economy in our country, have been reflected in the viewpoints of the Party and State through important documents such as Directive No. 58/CT-TW dated October 17, 2000 of the Politburo, Resolution No. 07/2000/NQ-CP dated June 5, 2000 of the Government, and Directive No. 29/2001/CT-BGD&ĐT dated July 30, 2001 of the Minister of Education and Training.

The Ministry of Education and Training has the responsibility to implement the strategic views and tasks mentioned above, organizing effectively the teaching of Computer Science and applying Information Technology and Communication in school activities as stated in Directive No. 29/2001/CT-BGD&ĐT.

It is time that we need to affirm strategic orientations, long-term and comprehensive policies embodied in a comprehensive plan for teaching and learning Computer Science in secondary schools, closely linked with the application of Information Technology and Communication.

I. TRENDS IN TEACHING COMPUTER SCIENCE AND APPLICATIONS
OF INFORMATION TECHNOLOGY AND COMMUNICATION
IN SOME COUNTRIES WORLDWIDE

At the beginning of the 1960s, there were studies and experiments on teaching Computer Science and computing techniques, mainly through mathematics courses. Generally, teaching was heavily theoretical, and students did not practice on computers. By the late 1970s, Computer Science and computing techniques entered a new phase with qualitative changes. Computers began to be widely used in all research, production, and daily life areas. Due to the demands of economic and social development and the economic and technical conditions, Computer Science was officially introduced into schools. In the 1980s, with the increasingly widespread application of Information Technology and Communication, especially in developed countries, many nations successively formulated Computer Science strategies, applying Information Technology and Communication, with an important part of these strategies being the method of introducing Computer Science into secondary schools.

According to compiled materials, particularly from UNESCO, some observations can be made regarding the teaching of Computer Science and applying Information Technology and Communication in some countries as follows:

On objectives:

Based on specific conditions, countries choose one of the following two objectives:

- Equipping students with necessary knowledge and skills in Information Technology and Communication to apply in their lives and support learning in other subjects.

- Equipping students with knowledge about information, computers, and information processing, as well as skills in using Information Technology and Communication.

On forms of Computer Science teaching:

There are common forms as follows:

- Computer Science is a separate subject and a compulsory subject like other subjects for all students (in many states of the United States, Australia...).

- Computer Science is also a separate subject but in an elective form (in France, Germany, China, India, South Korea...).

- Computer Science is integrated into other subjects:

* Computer Science is a distinct, relatively independent part within another subject (in Japan, Canada, Philippines, some states of the United States...).

* Computer Science is seamlessly integrated into certain other subjects such as Mathematics and Physics (in France and many states of the United States...).

- Computer Science is an extracurricular activity.

However, many countries have chosen the option of teaching Computer Science as a separate subject in an elective form.

On curriculum, knowledge standards:

Chapter Program for Computer Science subjects is typically structured into three levels:

* Basic level of General Education

* Advanced level of General Education

* Advanced level of Vocational Education

The program is usually divided into modules, including both mandatory and elective modules.

General observations:

Most countries incorporate knowledge of Computer Science and basic skills in Information and Communication Technology into their secondary school curricula, with a clearer emphasis from the middle school level onwards through various teaching methods.

Today, the issue of teaching Computer Science and applying Information and Communication Technology has been widely recognized and addressed globally. At the second Ministerial Meeting of the Asia-Pacific Economic Cooperation (APEC) Education Ministers on April 7, 2000, regarding "Education in a Learning Society in the 21st Century," it was confirmed that Information Technology plays a significant role in a learning society. The Ministers affirmed the vast potential of Information Technology in preparing students and young adults for the future, as well as providing lifelong learning opportunities for older adults. Information Technology brings about educational innovation at all levels and facilitates scientific research collaboration and distance learning. The Ministers emphasized the principle of "Education without Borders" among APEC member countries. Information Technology in education will be a strategic solution to meet the needs of a knowledge-based economy.

II. Situation of Teaching Computer Science and Application
OF INFORMATION TECHNOLOGY AND COMMUNICATION
in Secondary Schools

1. Situation of Teaching Computer Science in Secondary Schools

In the early 1980s, along with other socialist countries at that time, we recognized the necessity of equipping the younger generation with basic knowledge of Computer Science. Some agencies, including the Institute of Educational Sciences, which have the function of researching and designing the content and programs of secondary school subjects, mobilized and assembled forces to conduct research and propose steps to implement the introduction of Computer Science into secondary schools. In the press, especially the Research in Education journal in 1984, 1985, 1986, and 1987, many leaders in the education sector, scientists, and educators expressed initial directions for introducing Computer Science into schools. In 1985, introductory Computer Science knowledge was piloted in ten locations nationwide. In 1990, the Ministry of Education and Training decided to implement experimental teaching of this subject in over 100 high schools starting from the 1990-1991 academic year. These experimental schools were directly equipped with computer rooms by the Ministry of Education and Training. The textbook "General Computer Science" published in 1990 was compiled to teach these experimental schools.

- Starting from the 1990-1991 academic year, along with the replacement of old textbooks with reformed textbooks, some Computer Science knowledge was included in the Mathematics curriculum for Grade 10 High School in a chapter titled "Concepts of Computer Science and Algorithms," with 15 compulsory lessons.

From the 1993-1994 academic year, when pilot class divisions were implemented in some high schools, Computer Science was taught in specialized classes in all three grades 10, 11, and 12, with corresponding weekly hours of 2:1:1. After the decision to reduce the workload by the Ministry of Education and Training, the corresponding weekly hours became 1:1:1.

Besides teaching Computer Science in the aforementioned specialized high schools, the Ministry of Education and Training organized the drafting and promulgation of a Computer Science program for specialized schools, consisting of 16 knowledge modules, while suggesting guidelines for selection for localities to decide on the content of teaching for themselves.

- In 1996, a self-selected Computer Science textbook for primary schools was compiled and the Department of Education and Training of Hanoi conducted a Computer Science pilot program in 18 primary schools in the city. Ho Chi Minh City had also implemented Computer Science (self-selected) teaching in primary schools earlier, since the 1992 academic year. The general spirit of the Computer Science pilot program was to familiarize students with computers. Some schools, with the help of computer companies and projects, began to try using software in teaching and learning various subjects.

- Some Departments of Education and Training independently compiled programs and textbooks, with the assistance of some economic organizations and projects organizing Computer Science and Information and Communication Technology application teaching in some middle schools such as in Ho Chi Minh City, Thua Thien-Hue province..., including organizing Computer Science student excellence competitions at this level.

The main content of teaching in the early period (the 1980s and 1990s) still focused heavily on theory, including: concepts of information, ways of representing information, organization of information systems, algorithms, ways of representing algorithms, programming languages LOGO, BASIC, PASCAL.

Main teaching materials in the early period were compiled suitable for dry teaching without computers, or if computers were used, only for illustration purposes. Students had little practical experience.

However, due to continuous upgrades in personal computer processing speed and memory capacity, and the continuous development of application software, the content of Computer Science teaching in secondary schools gradually shifted from theoretical focus on algorithms and programming languages to increased emphasis on applications such as text processing, spreadsheet calculations, graphic applications, games, Internet exploitation, multimedia processing.

Regarding teacher training and development: From the very beginning of piloting specialized classes in secondary schools, the Ministry of Education and Training has directed the training and development of computer science teachers. Universities such as Hanoi National University of Education, Hanoi University of Science and Technology, Ho Chi Minh City University of Technology... have started training computer science teachers (with bachelor's, engineer's degrees, and certificates at levels A, B, C). Some teacher training colleges have also organized training for computer science teachers for junior high schools through combined class formats. However, to promptly provide a teaching staff to meet the requirement of introducing computer science into schools during that period, many short-term training courses ranging from 1 to 3 months were organized. Over 3,000 teachers participated in these courses, most of whom were mathematics and physics teachers.

Regarding teaching equipment: Each specialized secondary school has a computer room with 10 to 30 computers (equipped by the Ministry of Education and Training and local authorities). Primary and junior high schools piloting computer science subjects are also equipped with a certain number of computers, supported by local authorities and economic projects. Specialized schools have a larger quantity and higher quality of equipment.

2. On the application of Information and Communication Technology in general education schools

Since the 1990s, some Departments of Education and Training such as Hanoi, Hoa Binh, Ho Chi Minh City have initially implemented some lessons using computers and other devices like projectors, TVs, videos at some schools. However, these lessons were few in number and experimental in nature, and were not subsequently evaluated, developed, or expanded. This movement was spontaneous, so although many schools had computers, the effectiveness of their use in line with the spirit of reforming teaching methods remained low.

Although the application of Information and Communication Technology in schools has not been systematically organized, localities have boldly introduced Information and Communication Technology into various activities of schools and have achieved encouraging initial results:

* Designing educational software for Mathematics, Physics, Biology, Foreign Languages...

* Managing students and personnel.

* Library management.

* Managing grades, scheduling, managing graduation exams.

* Exchanging information with parents via the internet.

* Exchanging information with colleagues and superiors.

* Electronic textbooks on CD-ROM.

* All Departments of Education and Training transmit university and college admission data to universities.

General observations

- In recent years, providing students in general education schools with basic knowledge about computer science and fundamental skills in using computers has been a correct policy, receiving support from teachers, students, social groups, and economic organizations.

- The preparatory and implementation activities for introducing subjects such as computer science into schools have been carried out relatively synchronously (developing curricula, compiling materials, training and developing teachers, providing minimum equipment).

- Some localities, primarily in large cities, have demonstrated a proactive and creative spirit in implementing this policy, including boldly applying Information and Communication Technology in teaching and other activities.

- The results of computer science learning in specialized schools can be considered promising. In 14 international computer science competitions, Vietnam has sent 51 students who won 43 awards, including 7 gold medals.

Although Information and Communication Technology in schools have received more attention in recent years, for a considerable period, the education sector has not determined macro-level solutions when implementing the Party and State's policies in the field of computer science, Information and Communication Technology; the objectives of learning computer science in schools, the relationship between computer science as a subject and the application of Information and Communication Technology in teaching have not been clearly defined at each level of education; there has been no officially issued program, even just a framework program; programs that have been drafted quickly become outdated; teaching methods have been formed spontaneously; practical activities and skill training have not been carried out in accordance with their special importance.

- The conditions determining the quality of computer science teaching remain inadequate, lacking clear directions, leading to difficulties in planning and implementing teacher training and development programs for computer science teachers, equipping teachers with knowledge and skills to apply Information and Communication Technology in teaching. Computer teaching equipment is insufficient, outdated, and not effectively utilized.

- Most teachers still do not fully recognize the role of Information and Communication Technology in teaching and learning, and due to various reasons, they have not created a mass, self-aware movement in this field, thus lacking a long-term, comprehensive, and specific plan.

Overall, computer education in schools has not truly contributed effectively to preparing human resources to meet the requirements of industrialization and modernization and to comprehensively develop human character.

At present, the Ministry of Education and Training is implementing the policy to reform the general education curriculum in accordance with the spirit of Resolution No. 40/2000/QH10 dated December 9, 2000 of the National Assembly. The primary school and lower secondary school curricula have been developed, reviewed, and officially implemented nationwide from the 2002-2003 academic year. Under these new curricula, Information Technology (IT) is taught as an elective subject for grades 3, 4, and 5 at the primary level and as an elective subject for grades 8 and 9 at the lower secondary level. At the primary level, IT is taught based on the principle of learning through play, familiarizing students with computers. Main contents include keyboard skills, educational games, graphics, and word processing. At the lower secondary level, the curriculum is designed in modules such as information and computers, word processing, graphics, spreadsheets, internet, IT and society, etc. The high school education curriculum has been developed and reviewed, and this program will be officially implemented nationwide from the 2004-2005 academic year, where IT will be taught as a compulsory subject for all students without differentiation.

III. Issues for the Future

In response to the urgent demands of reality, the Party and Government have issued many directives aimed at promoting the application and development of Information and Communication Technologies (ICT) to serve the country's industrialization and modernization process. The Political Bureau of the Central Committee of the Communist Party of Vietnam issued Directive No. 58/CT-TW dated October 17, 2000 on accelerating the application and development of ICT to serve the country's industrialization and modernization.

Directive No. 58/CT-TW affirms that:

"The application and development of ICT is a priority task in the strategy for economic and social development, serving as the main tool to take shortcuts, shorten the gap in development compared to leading countries," and "Developing human resources for ICT is a critical factor that decisively affects the application and development of ICT."

Directive No. 58/CT-TW also clearly outlines specific tasks that need to be carried out:

"... Accelerate the application of ICT in education and training at all levels, grades, and fields. Develop remote education forms to meet the learning needs of the entire society. Particularly focus on developing computer networks to serve education and training, connecting the Internet to all educational and training institutions.

Adequately invest in education and research on ICT; closely link education, research, and production and business activities. Vigorously socialize ICT training. Encourage and attract organizations and individuals both domestically and internationally to participate in training and utilizing human resources in ICT in Vietnam..."

"... Computerizing the operations of Party and State agencies is an important organic part of national administrative reform, a regular task of agencies aimed at enhancing management capacity, improving productivity, quality, and efficiency..."

To implement the spirit of Directive No. 58/CT-TW of the Political Bureau of the Central Committee of the Communist Party, the Minister of Education and Training issued Directive No. 29/2001/CT-BGD&ĐT dated July 30, 2001 on strengthening the teaching, training, and application of ICT in the education sector during the period 2001-2005.

Regarding the teaching of IT and the application of ICT and communication in general schools, Directive No. 29/2001/CT-BGD&ĐT clearly states:

* Organize effectively the teaching and learning of IT at all levels, grades, and fields to popularize IT in schools.

* Accelerate the application of ICT in education and training at all levels, grades, and fields in the direction of using ICT as the most effective tool to support the reform of teaching and learning methods in all subjects.

* Build and implement projects to develop computer networks to serve education and training (EduNet), expanding Internet connections to all educational and training institutions.

Directive No. 29/2001/CT-BGD&ĐT also highlights other tasks that need to be carried out by relevant levels and agencies to ensure the effective implementation of the above requirements (teacher training, budget preparation...).

To implement the Minister's directive on this issue, it is necessary to outline directions for key activities related to introducing IT, ICT, and communication into general schools in the coming period, which are:

* Basic knowledge and skills of IT, ICT, and communication are part of general education, should be included in general schools as a subject and part of other subjects.

* Like other subjects, the development of the IT curriculum must follow the correct procedures and ensure all components (teaching objectives, content, and standards to be achieved, teaching methods and tools, evaluation methods...).

* Avoid both extremes when determining content: either focusing solely on theoretical systems or purely on the formation and development of operational skills. However, based on the characteristics of IT, ICT, and communication, practical exercises and skill development should be emphasized, especially for students at lower levels.

* Starting from the actual situation of education in the country and the characteristics of the subject, from setting goals, building content, forming methods, organizing teaching... all must be implemented flexibly with diverse forms to ensure both universal coverage and improvement if conditions permit.

* Closely cooperate with IT facilities in society, economic organizations, IT projects, mass media, continue to leverage the proactive and positive role of localities and schools to expand the ability to meet the needs of IT and ICT and communication for all students.

* Accept preferential investment compared to other subjects in teacher training and equipping necessary tools for IT teaching.

Due to the urgent nature and significant importance of the issue, a program of action for the Education and Training sector regarding teaching computer science, applying information technology and communication in schools over the next three years needs to be developed and reflect the aforementioned orientations.

B. OBJECTIVES - TASKS - SOLUTIONS

I. Objectives

1.1 General Objective

Organize effectively the teaching and learning of computer science, apply information technology efficiently in teaching and learning various subjects in general education schools and in school management activities, meeting the requirements for the development of information technology in the Education and Training sector.

1.2 Specific Objectives for the Period 2004-2006

1. Computer Science should be taught and learned appropriately and effectively at all levels of general education, as an elective subject at the primary level and lower secondary level, and as a compulsory subject at the upper secondary level.

2. Information technology and communication should be applied to support the reform of teaching and learning methods, initially focusing on implementation in cities, towns, industrial zones, and places with favorable conditions.

3. Information technology and communication should begin to be applied to reform school management work.

II. TASKS

To achieve the above three specific objectives, during the next three years, the Ministry of Education and Training needs to focus on directing the implementation of the following basic tasks:

1. Study appropriate teaching and learning models for computer science at different educational levels and grades, with flexibility, adaptability, and suitability to material conditions.

1.1 Determine teaching and learning models for computer science in general education schools including goals, content, methods, forms of organization, and suitable conditions for teaching and learning, taking into account the characteristics of the subject and the national context.

- The development of teaching and learning models for computer science in general education schools must be based on the following orientation: As computer science is a new subject without pre-existing foundational knowledge to teach like traditional subjects, it is necessary first to set overall directions for the knowledge, skills, and teaching methods of computer science in general education schools, then proceed to develop programs for each grade and level, ensuring scientificity, pedagogical appropriateness, while avoiding waste and overlap between different levels and subjects within the same level.

- Teaching and learning models for computer science in general education schools need to be developed based on the common requirement of providing general knowledge and forming basic skills in computer science, information technology, and communication for students as a foundation for future human resource training, meeting the requirements of industrialization, modernization, and moving towards a knowledge-based economy, while being able to apply such knowledge to study activities and personal life in a society increasingly influenced by information technology and communication.

Specific requirements for each level:

* For primary school

Introduce students to computers through the principle of "learning through play," mainly helping students become familiar with simple and common computer terms, understand basic operations such as turning on and off the computer, using the keyboard and mouse, playing educational games on the computer, and using the computer to learn other subjects under teacher's organization and guidance, exchanging simple information, and developing good habits of working with computers according to proper procedures and hygiene.

The above content will be organized as an elective course for grades 3, 4, and 5.

* For lower secondary school

Help students grasp some basic concepts of computer science, understand the main functions of computers through applications in daily life, study, and ordinary occupational activities such as drafting basic types of documents, calculating and creating tables, statistics based on the exploitation of features of several application software (Word, Excel); know how to receive and send emails, search for information on the Internet, access the Internet, use computers to learn other subjects according to teachers' requirements and guidance; form safe working habits with computers and information contained therein.

The learning content will be reflected in the elective computer science course for grades 8 and 9 (2 periods per week) and in part of the Technology course.

* For upper secondary school

The teaching content of computer science at the upper secondary level aims to help students understand relatively systematically basic concepts, principles, general processes, and major application areas of computer science, information technology, and communication; know how to use computers to draft documents and graphics, find, exploit, and exchange necessary information, form skills in establishing and managing data files, understand effective mechanisms for searching information on web pages, and use computers effectively in studying other subjects; contribute to career orientation in the field of information technology and communication.

The above contents will be included in a mandatory course for all students across all streams in the form of modules. Localities and schools can flexibly choose modules suitable for their specific situations.

1.2 Along with the development of teaching and learning models for computer science in general education schools, train gifted students in computer science to prepare high-quality human resources for the future.

1.3 Research models to diversify the forms of organizing teaching and learning of the computer science subject in general education schools.

2. Compile reference materials for teaching and learning the computer science subject, a list of essential software, and guides for teachers to use teaching software.

- Establish a list of essential software serving the teaching and learning of computer science, the application of information technology and communication at different levels and grades. Select and promote teaching software for localities and schools. Encourage teachers with the ability to build teaching software themselves to apply information technology and communication in teaching.

- Organize the compilation of reference materials for computer science teachers.

- Organize the compilation of guidance materials for using software to teach computer science.

- Along with the materials compiled by the Ministry of Education and Training, encourage localities to compile reference materials for teachers and students.

3. Research and innovate teaching methods based on the application of Information and Communication Technology.

3.1. Innovate teaching methods of teachers based on the application of Information and Communication Technology.

- Gradually apply Information and Communication Technology to lesson planning and teaching materials, utilizing educational software during the teaching process.

- Gradually implement the assessment of students' learning outcomes using Information and Communication Technology.

- Create conditions for teachers to exploit resources through the Internet and exchange with colleagues.

3.2. Support students' learning activities towards building a "technology-rich learning environment" in schools.

- Create conditions for students to gradually use Information and Communication Technology equipment for their studies according to their abilities and needs.

- Create conditions for students to exploit learning materials through the Internet or the school's internal network: initially study the construction of a system of questions and exams for students to self-assess their level of understanding.

4. Develop programs and compile training materials on computer science for computer science teachers, for teachers of other subjects, and for education management staff.

4.1. Develop training programs for computer science teachers, training programs for teachers of other subjects, and training programs for education management staff.

4.2. Compile various types of teaching materials to serve these training programs for teachers and education management staff regarding Information and Communication Technology.

In the long term, the Ministry of Education and Training will focus on managing training programs, encouraging localities to proactively compile training materials.

5. Organize regular training on computer science for computer science teachers, for teachers of other subjects, and for education management staff.

5.1. Organize training for computer science teachers.

- Plan teacher training adequately in terms of quantity and quality.

- Implement training for computer science teachers and teachers who concurrently teach other subjects such as Mathematics-Computer Science; Physics-Computer Science.

5.2. Organize training for teachers of other subjects on knowledge and skills in using Information and Communication Technology in teaching, focusing on the following issues: using computers and multimedia devices, ability to utilize specialized software of the subject, methods of preparing lessons with the support of Information and Communication Technology, ability to exploit the Internet for teaching purposes.

5.3. Organize training for education management staff on computer science knowledge to be able to use Information and Communication Technology equipment in school management through enhancing the awareness of school leaders and management staff at all levels about the role of Information and Communication Technology in education, and training on the use of computers and multimedia devices for these groups.

6. Build computer rooms, multi-functional classrooms, and the EduNet network of the Ministry of Education and Training to serve the innovation of teaching methods.

6.1. The Ministry of Education and Training will issue standards for computer rooms in schools. Based on these standards, localities and schools seek different sources of support (state, locality, parents, and sponsors) to build computer rooms and multimedia equipment in schools.

6.2. Build the EduNet network to provide materials and tools serving teaching and learning purposes with specific activities as follows:

- Construct the infrastructure of the educational network (servers, trunk lines?) connecting the network with educational units, building an internal network?

- Establish an educational network control center.

- Develop content creation tools for lectures, innovating teaching methods to upload onto the educational network.

- Develop an educational information system to upload onto the network.

- Train and instruct on the use of networks, creating lectures online? Mobilize all teachers and schools to participate in this activity.

- Collect educational software to upload onto the network.

- Develop an electronic library.

7. Study and promulgate policies on teaching computer science and applying Information and Communication Technology in schools.

- Issue regulations on the treatment of computer science teachers.

- Issue regulations on organization and personnel serving the teaching of computer science and the application of Information and Communication Technology.

- Issue investment policies and the construction of physical facilities for Information and Communication Technology in schools under a model where the state and people work together, encouraging businesses and individuals to participate.

III. BASIC SOLUTIONS

1. Enhance awareness of teaching computer science and applying Information and Communication Technology in schools.

The Ministry of Education and Training will cooperate with the Central Committee's Department of Science and Education, the Central Committee's Department of Ideology and Culture, the Television Station, the Voice of Vietnam Radio Station, central and local press agencies to develop a propaganda program on the policy of teaching computer science and applying Information and Communication Technology in schools, aiming to help leaders at all levels and social forces fully understand the significance and importance of the issue to participate and support the introduction of computer science, Information and Communication Technology in schools to enhance the effectiveness of education and training.

2. Ensure the necessary time and conditions for implementing computer science teaching and applying Information and Communication Technology in secondary schools.

In the new primary school curriculum, Information Technology is taught as an elective subject in grades 3, 4, and 5 with two class periods per week. In the new lower secondary school curriculum, Information Technology is taught as an elective subject in grades 8 and 9 with two class periods per week. Departments and District Education and Training Offices need to have policies and create conditions to encourage schools, parents, and students to take advantage of these elective opportunities so that students can have early access to Information Technology and Information Communication Technology.

Meanwhile, in the new high school curriculum (to be implemented from the 2004-2005 academic year), Information Technology will be taught as a compulsory subject without differentiation for student groups, with one class period per week in grades 10, 11, and 12. Departments and Provincial Education and Training Offices need to plan and implement measures to closely guide and monitor the teaching of Information Technology according to the curriculum issued by the Ministry with the spirit of encouraging flexibility and adaptability.

3. Focus on implementing research and application

- Although recognizing the strategic importance of teaching Information Technology, applying Information Communication Technology in schools, the implementation of activities in this field is new to Vietnam. The work of implementing the teaching of Information Technology, applying Information Communication Technology will only be truly effective if it is based on comprehensive research results both in depth and breadth. The Ministry of Education and Training needs to develop plans to direct and create conditions for research institutes, teacher training universities, teacher colleges, localities to conduct research on reforming content and methods of teaching and learning with the support of Information Communication Technology.

- In the next three years, focus on implementing research and application of Information Communication Technology at the Institute of Strategy and Educational Programs, the Ministry's Information Technology Center, some teacher training universities, teacher colleges, and some key secondary schools in cities where suitable conditions exist.

- Utilize the experimental research results of the PDL project between the Ministry of Education and Training and IBM Corporation. Gradually expand the model of the project to provinces nationwide.

4. Evaluate, build good models and replicate

- The Ministry of Education and Training coordinates with Provincial Education and Training Offices to organize timely and regular evaluations to identify exemplary cases in different regions regarding the application of Information Communication Technology in the reform of teaching methods and school management.

- Organize forums and seminars to share and disseminate the experiences of exemplary cases to replicate these models.

- Organize well competitions for young talents in Information Technology (by educational levels).

5. Pay appropriate attention to remote areas, difficult areas

Teaching Information Technology and applying Information Communication Technology must take into account the differences between regions. The Ministry of Education and Training issues priority policies on equipment, teacher workforce, and specific guidelines and directives for remote, difficult, and extremely difficult areas to gradually implement the objectives of the program in accordance with local conditions and circumstances.

6. Timely issuance of necessary policies

The Ministry of Education and Training collaborates with the Ministry of Planning and Investment, the Ministry of Finance, and the Ministry of Home Affairs to develop policies on:

- Staffing and benefits for teachers.

- State investment and investment from domestic and foreign economic sectors in the field of Information Communication Technology in education.

- Policies to attract social contributions in line with the spirit of socialized education.

Along with these central policies, localities also need to issue policies suitable to their specific conditions and circumstances.

7. Strengthen management work in the field of teaching Information Technology and applying Information Communication Technology in schools.

- Train management measures for teaching Information Technology and applying Information Communication Technology in schools for the education management cadre at all levels.

- Regularly follow up, evaluate to draw lessons and propose timely guidance measures.

C. IMPLEMENTATION PLAN

D. IMPLEMENTATION OF THE PROJECT

1. Establishing the Steering Committee

Establishing the Steering Committee of the Ministry of Education and Training for computer science teaching activities and application of Information Technology and Communication in secondary schools during the period 2004 - 2006.

The Steering Committee for computer science teaching activities and application of Information Technology and Communication in secondary schools is part of the Steering Committee for Reforming the General Education Program implementing Resolution 40/2000/QH10 of the National Assembly; Members include representatives from functional departments, research institutes, Computing Centers under the Ministry of Education and Training, representatives of middle school and high school projects, the primary school teacher development project, and the middle school teacher training project.

2. Tasks of the Steering Committee

- Coordinating forces within the education sector to develop implementation plans for the Project annually.

- Urging and inspecting relevant agencies under the Ministry of Education and Training, projects, and localities to implement tasks outlined in the Project.

- Directing activities related to program development, material production, and teacher training in the field of Information Technology and Communication.

- Directing the construction of physical infrastructure and provision of equipment for computer science teaching and application of Information Technology and Communication in secondary schools.

- Organizing reviews and evaluating the results of activities annually.

3. Responsibilities of agencies under the Ministry of Education and Training

- The Institute of Strategy and Educational Programs is responsible for leading the research and development of computer science programs for all grade levels, organizing studies on innovative teaching methods, participating in the collection and development of teaching software, and compiling necessary materials.

- The Ministry's Computing Center is responsible for collecting, developing, and introducing teaching software, building the EduNet network; participating in compiling teaching materials and teacher training materials on computer science, application of Information Technology and Communication in teaching.

- Teacher Training Universities are responsible for collaborating with projects, the Institute of Strategy and Educational Programs, and the Ministry's Computing Center to conduct research on innovative teaching methods based on the spirit of applying Information Technology and Communication in teaching; implementing computer science training in teacher training institutions and cooperating in teacher and education management staff training.

- The Science and Technology Department shall take the lead in coordinating with other functional departments to develop plans and evaluate the implementation of the project plan for each quarter and each year.

- The Departments responsible for each level of education shall be responsible for directing activities to enhance teachers' computer skills at teacher training institutions, organizing regular capacity building activities for computer teachers, and applying information technology and communication in schools.

- The Primary Education Department and the Secondary Education Department shall be responsible for directing computer teaching activities in general secondary schools according to new curricula and improving teaching methods based on the application of information technology and communication.

- The Planning and Finance Department shall take the lead in coordinating with the Science and Technology Department in establishing expenditure standards, allocating budget sources, and guiding the mobilization, management, and utilization of funds.

- The Organization and Cadre Department shall be responsible for drafting and submitting necessary regulations to the Ministry for promulgation to facilitate the implementation of computer teaching, and the application of information technology and communication in schools.

E. EXPENSES

Unit: thousand Vietnamese dong

Total amount: 6,680,000,000 VND and 5,902,880 USD

(Six billion six hundred eighty million VND and Five million nine hundred two thousand eight hundred eighty US dollars).