Directive No. 7/CT-LB on strengthening guidance for supplementary cultural schools and agricultural science and technology popularization schools in rural areas at present

DIRECTIVE

ON STRENGTHENING THE GUIDANCE OF RURAL VOCATIONAL AND TECHNICAL SCHOOLS AND THE SPREAD OF AGRICULTURAL SCIENCE AND TECHNOLOGY IN CURRENT RURAL AREAS

In recent years, the development of supplementary education schools and classes in rural areas, such as work-study schools, half-day concentrated schools at commune level, cluster schools, general labor training schools for young people, etc., has positively contributed to raising the cultural level of cadres at the commune and cooperative levels, young people in rural areas, and a large number of agricultural cooperative members, serving as a foundation for training rural cadres to disseminate Party policies and propaganda, and to popularize and apply agricultural science and technology. In some provinces and cities, educational agencies and agricultural agencies have initially coordinated their guidance to enhance the role of supplementary education schools in rural areas.

In the current situation, the Ministry of Education and the Central Agricultural Council believe it necessary to further strengthen coordination between the education sector and the agricultural sector, from the central to local levels, in guiding supplementary education schools in agricultural areas, so that these schools can more actively participate in the three rural revolutions.

The Ministry of Education and the Central Agricultural Council request the Departments of Education, Provincial and Municipal Agricultural Councils to coordinate discussions and take specific measures to care for and develop supplementary education schools and classes in rural areas, improve the quality of teaching in these types of schools, pay attention to training principals and teachers in rural areas, and encourage technical staff at all levels and agricultural management cadres to participate in teaching at rural supplementary education schools. In the short term, the following tasks need to be carried out:

1. Improve the content of the curriculum for parts dedicated to supplementary education schools and classes in rural areas (special lectures at level I, agricultural technology subjects, lectures on cooperative management...) to effectively implement the dissemination of the Party's policy on agricultural development, the Central Committee's directive on improving cooperative management, principles of agricultural production technology, and local technical topics.

Based on the situation and the development tasks of agriculture in each locality, compile specialized technical materials for dissemination and teaching in supplementary education classes according to the general regulations of the supplementary education curricula at levels I, II, and III; link teaching with practical implementation of technical measures.

2. Strengthen the training of principals and teachers, especially those teaching agricultural technology in supplementary education schools, to help them understand the position and tasks of various forms of supplementary education schools in rural areas, grasp the Party's agricultural policy, knowledge about agricultural management, and agricultural technology so they can effectively manage schools, teach, and guide practice. Teacher training must be conducted regularly.

Starting from the summer of 1976, combine with the annual teacher training program of the Ministry of Education, the Departments of Education and Provincial and Municipal Agricultural Councils need to coordinate to organize training for principals and rural teachers on basic issues related to agriculture according to the specific situation of the locality for 5 to 7 days. The Departments of Education are responsible for organizing the classes, while the Agricultural Councils are responsible for compiling materials and sending officials to lecture.

3. Encourage a large number of agricultural engineers and mid-level agricultural cadres to participate in teaching subjects related to agricultural science in specialized class programs and supplementary education classes at levels I, II, and III. Educational agencies are responsible for providing these officials with basic and necessary knowledge about teaching methods and implementing the teaching allowance system as stipulated for part-time teachers. Depending on the circumstances of each locality, agricultural agencies should strive to invest additional reference books and materials on the dissemination of agricultural science and technology for rural supplementary education schools.

The Departments of Education and Provincial and Municipal Agricultural Councils need to closely cooperate, effectively carry out the above tasks, and properly guide the activities of rural supplementary education schools.