Circular 18/2018/TT-BGDDT recognition of conformity for lower secondary schools

• Official number: 18/2018/TT-BGDDT
• Legislation Type: Circular
• Organization: The Ministry of Education and Training
• Signer: Nguyen Huu Do
• Issued Date: 22/08/2018

MINISTRY OF EDUCATION AND TRAINING -------	SOCIALIST REPUBLIC OF VIETNAM Independence - Freedom - Happiness ---------------
No. 18/2018/TT-BGDDT	Hanoi, August 22, 2018

CIRCULAR

PROVIDING REGULATIONS ON EDUCATION QUALITY ACCREDITATION AND RECOGNITION OF CONFORMITY WITH NATIONAL STANDARDS FOR LOWER SECONDARY SCHOOLS, UPPER SECONDARY SCHOOLS AND MULTILEVEL EDUCATION INSTITUTIONS

Pursuant to the Law on Education dated June 14, 2005; the Law on Amendments and Supplements to the Law on Education dated November 25, 2009; 

Pursuant to the Government's Decree No. 69/2017/ND-CP dated May 25, 2017, defining the functions, tasks, powers and organizational structure of the Ministry of Education and Training;

Pursuant to the Government's Decree No. 75/2006/ND-CP dated August 2, 2006, elaborating and providing guidance on the implementation of a number of articles of the Law on Education; the Government's Decree No. 31/2011/ND-CP dated May 11, 2011 on revision and supplementation of  the Government's Decree No. 75/2006/ND-CP dated August 2, 2006, elaborating and providing guidance on the implementation of a number of articles of the Law on Education; the Government’s Decree No. 07/2013/ND-CP dated January 9, 2013, amending point b of clause 13 of Article 1 in the Decree No. 31/2011/ND-CP dated May 11, 2011, amending and supplementing certain Articles of the Government's Decree No. 75/2006/ND-CP dated August 2, 2006, elaborating and providing guidance on implementation of certain articles of the Law on Education; 

Upon the request of the Director of the Quality Management Agency and the Director of the Department of Secondary Education,

The Minister of Education and Training promulgates the Circular providing Regulations on education quality accreditation and recognition of conformity with national standards for lower secondary schools, upper secondary schools and multilevel education institutions.

Article 1. Annexed hereto are the Regulations on education quality accreditation and recognition of conformity with national standards for lower secondary schools, upper secondary schools and multilevel education institutions.

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This Circular shall replace the regulations on education quality assessment standards, educational accreditation process and cycle for secondary schools in the Circular No. 42/2012/TT-BGDDT dated November 23, 2012 of the Minister of Education and Training, providing the Regulations on education quality assessment standards, education quality accreditation process and cycle for general education institutions, continuing education institutions, and the Circular No. 47/2012/TT-BGDDT dated December 7, 2012 of the Minister of Education and Training, providing the Regulations on recognition of conformity of lower secondary schools, upper secondary schools and multiple education institutions with national standards.

Article 3. The Chief of the Ministry’s Office, the Director of the Quality Management Agency, the Director of the Department of Secondary Education, Heads of affiliates of the Ministry of Education and Training, Presidents of the People’s Committees of centrally-affiliated cities and provinces, Directors of Departments of Education and Training shall be responsible for implementing this Circular./.

PP. MINISTER
DEPUTY MINISTER




Nguyen Huu Do

REGULATIONS

ON EDUCATION QUALITY ACCREDITATION AND RECOGNITION OF CONFORMITY WITH NATIONAL STANDARDS FOR LOWER SECONDARY SCHOOLS, UPPER SECONDARY SCHOOLS AND MULTILEVEL EDUCATION INSTITUTIONS
 (Annexed to the Circular No. 18/2018/TT-BGDDT dated August 22, 2018 of the Minister of Education and Training)

Chapter I

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Article 1. Scope and subjects of application

1. This instrument provides regulations on education quality accreditation and recognition of conformity with national standards for lower secondary schools, upper secondary schools and multilevel education institutions, including: secondary school assessment standards; secondary school assessment process; recognition and certification of accreditation; recognition and grant of credentials of conformity with national standards.

2. This instrument shall apply to: lower secondary schools; upper secondary schools; multilevel education institutions; district-level boarding school for ethnic minorities; provincial boarding schools for ethnic minorities; boarding schools for ethnic minorities directly under the control of the Ministry of Education and Training; semi-boarding schools for ethnic minorities; schools for gifted students (hereinafter referred to as secondary schools) in the national education system; organizations and individuals concerned.

Article 2. Interpretation

For the purposes of this instrument, terms used herein shall be construed as follows:

2. Self-assessment refers to the process wherein a secondary school consults assessment standards issued by the Ministry of Education and Training to autonomously examine and evaluate the quality of  its educational activities, facilities and other related issues with the aim of adjusting its resources and process to meet secondary school assessment standards.

3. External assessment refers to the process through which a state authority conducts survey and evaluation of a secondary school to identify the level of its attainment of assessment standards according to regulations of the Ministry of Education and Training.

4. Secondary school assessment standard refers to the requirements that a secondary school must satisfy to ensure the quality of its activities. Each standard corresponds to an area of activity of the secondary school, and comprises benchmarks. Secondary school assessment standards are divided into 4 Levels (from Level 1 to Level 4) with escalating challenges or requirements. The next Level comprises all requirements of the preceding Level and adds in other stricter requirements. 

5. Secondary school assessment benchmark refers to the requirement concerning a particular substance of a standard that a secondary school must satisfy. Each benchmark has multiple indicators.

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Article 3. Purposes of education quality accreditation and recognition of conformity with national standards for secondary schools

1. Education quality accreditation aims to determine whether a secondary school meets educational objectives in each period of time; help plan on quality improvement, maintenance and improvement of quality of school activities; publicly notify state authority and the society of the current quality situation of secondary schools; enable state authorities to conduct assessment or decide to recognize a secondary school as an accredited one.

2. Recognition of conformity with national standards that a secondary school is granted is aimed at promoting investment, raising resources for educational purposes, and contributing to enabling secondary schools to incessantly improve their education quality and performance.  

Article 4. Process for education quality accreditation and recognition of conformity with national standards for secondary schools

The process for education quality accreditation and recognition of conformity with national standards for secondary schools shall be carried out by going through the following steps:

1. Self-assessment.

2. External assessment.

3. Recognition that the school passes the education quality accreditation, and recognition that the school conforms to national standards.

Article 5. Cycle of education quality accreditation and recognition of conformity with national standards for secondary schools

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2. A secondary school shall be recognized as successfully passing the education quality accreditation according to the provisions of Clause 2, Article 34 in these Regulations for at least 02 years from the day on which they are registered for the external assessment and recommended for the recognition that they successfully pass the education quality accreditation at a higher level.

3. A secondary school shall be recognized as achieving the Level-1 national standard for at least 02 years from the day on which they are granted recognition, registered for the external assessment and recommended for recognition as the Level-2 accredited school.   

Article 6. Secondary school assessment levels

1. Secondary schools may be assessed according to the following levels:

a) Level 1: Conformance to regulations laid down in Section 1 of Chapter II in these Regulations;

b) Level 2: Conformance to regulations laid down in Section 2 of Chapter II in these Regulations;

c) Level 3: Conformance to regulations laid down in Section 3 of Chapter II in these Regulations;

d) Level 4: Conformance to regulations laid down in Section 4 of Chapter II in these Regulations.

2. A secondary school is recognized to meet a benchmark if they meet all indicators of that benchmark. The school is recognized to meet an indicator if all requirements included in that indicator are satisfied. 

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SECONDARY SCHOOL ASSESSMENT STANDARDS

Section 1. LEVEL-1 SECONDARY SCHOOL ASSESSMENT STANDARDS

Article 7. Standard 1: School organization and management

1. Benchmark 1.1: School development strategy

a) Commensurate with educational objectives specified in the Education Law, the local socio-economic development orientation in each period of time and the school's resources;

b) Described in a written document and approved by a competent authority;

c) Publicly announced by posting a notice at the school or on the school's website (if any), local mass media or websites of education and training offices or departments.

2. Benchmark 1.2: School board (Board of Trustees in a private school) and other boards

a) Established in accordance with regulations;

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c) Their activities are subject to periodic reviews or assessments.

3. Benchmark 1.3: Communist Party organizations, unions and other organizations of the school

a) Their organization structure is governed by regulations in force;

b) Their activities are subject to regulations in force;

c) Their activities are subject to annual reviews or assessments.

4. Benchmark 1.4: Principal; vice principal; specialized and academic team; administrative and clerical team

a) A school must have a principal or the number of vice principals legally prescribed;

b) The structure of specialized and academic teams; administrative and clerical teams, must be subject to regulations in force;

c) Specialized and academic teams, and administrative and clerical teams, must operate according to plans and perform duties in accordance with regulations in force. 

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a) There must be an adequate number of classes in a grade level;

b) Students are grouped into classes; classes are organized in accordance with regulations in force;

c) Classes operate according to autonomy and democracy principles.

6. Benchmark 1.6: Administrative, financial and property management

a) All documents and records of the school must be kept under regulations in force;

b) Budgeting; formulating cost estimates; collecting and spending money; settling financial obligations; making financial or property statistics, inventory reports or statements; public disclosure and periodic self-inspection of the school’s financial health and property, must be subject to regulations in force; internal spending regulations should be revised and updated to suit current conditions and regulations;

c) Managing and using the school’s finances and property for the right purposes and effectively for educational activities.

7. Benchmark 1.7: Management of administrators, teachers and staff members

a) Having a plan to provide professional development training for administrators, teachers and staff members;

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c) Prescribed rights of administrators, teachers and staff members must be assured.

8. Benchmark 1.8: Management of educational activities

a) Each education plan must be aligned with current rules and regulations, actual local conditions and the school’s resources;

b) Each education plan must be carried out in full;

c) Each education plan must be reviewed, evaluated and adjusted in a timely manner.

9. Benchmark 1.9. Implementation of the school’s grassroots democracy

a) Administrators, teachers, and staff members are allowed to participate in discussions and give their opinions when developing plans, rules and regulations related to the school's activities;

b) Complaints, denunciations, recommendations and feedbacks (if any) under the school's jurisdiction must be resolved in accordance with law;

c) Annual reports on implementation of the school’s grassroots democracy must be made.

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a) There are plans to ensure security and order; food hygiene and safety; prevention and control of accidents and injuries; fire and explosion prevention, control and safety; safety concerns for disasters and natural disasters; prevention and control of diseases; prevention and control of school violence evils; Schools that have kitchen facilities for students must be issued with certificates of conformance to food safety regulations;

b) There are feedback mailboxes, hotlines and other means to receive and process feedbacks and comments sent by people; ensuring safety for administrators, teachers, staff and students in the school;

c) Discrimination, violence and breach of law on gender equality are prohibited in the school.

Article 8. Standard 2: Administrators, teachers, staff and students

1. Benchmark 2.1: Principal, vice principal

a) Satisfying the prescribed standard;

b) Assessed as satisfying the standard applied to principals or higher one;

c) Completing the training course in education management in accordance with regulations in force.

2. Benchmark 2.2: Teachers

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b) 100% of teachers meet legally prescribed qualification standards;

c) At least 95% of teachers are rated at least satisfactory in the standards of practice for teachers.

3. Benchmark 2.3: Staff

a) Teachers or staff members can hold multiple positions to perform duties assigned by the principal;

b) Assigned to perform proper and reasonable competence-based work;

c) Fulfilling assigned duties.

4. Benchmark 2.4: Students

a) Students admitted to the school must be age-appropriate in accordance with regulations in force;

b) Performing duties in accordance with regulations in force;

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Article 9. Standard 3: Teaching infrastructure and equipment

1. Benchmark 3.1: Campuses, playgrounds and training grounds

a) The school’s campus must be green, clean, nice-looking and safe for educational activities;

b) The school’s entrance gates, name boards and guard walls must be kept in place;

c) Playgrounds and training grounds must be furnished with essential equipment to ensure safety for gymnastics, sports and educational activities of the school.

2. Benchmark 3.2: Classrooms, subject-based classrooms and academic service blocks

a) Each classroom must have an adequate number of the student’s desks and chairs fitting with their stature, the teacher’s desk and chair; a writing board; must be fully lighted and airy or well-ventilated; ensuring two shifts of learning in the classroom a day at most;

b) Subject-based classrooms must be fully available;

c) Rooms for Union – Team or collective activities, libraries and museums must be available for use.

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a) Meeting minimum requirements concerning administrative – managerial activities in each school;

b) Parking lots must be located appropriately, ensuring safety and order;

c) Periodically repairing and adding equipment for administrative – managerial blocks.

4. Benchmark 3.4: Toilets and water supply and drainage systems

a) Having separate toilets for men, women, teachers, staff, and students, prohibiting environmental pollution; Toilets must be easily accessible to disabled students taking inclusive education programs;

b) Having sewerage systems ensuring environmental hygiene; Clean water supply systems must meet the needs for potable and tap water of teachers, staff and students;

c) Garbage collection and waste disposal must conform to environmental sanitation regulations.

5. Benchmark 3.5: Equipment

a) An adequate number of office and other equipment necessary for the school’s activities must be provided;

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c) All equipment must be enumerated, inventoried and repaired on a yearly basis.

6. Benchmark 3.6: Libraries

a) Accommodating books, newspapers, magazines, maps, educational pictures, audio cassettes, CDs and publications for reference purposes that are necessary for research, teaching and other activities of each school;

b) Library’s activities must meet minimum requirements regarding research, teaching and other activities of administrators, teachers, staff and students;

c) Every year, each library may enumerate, inventory, check and add books, newspapers, magazines, maps, educational pictures, audio cassettes, CDs and publications for reference purposes.

Article 10. Standard 4. Relationship between the school, family and society

1. Benchmark 4.1: Parent Representative Councils

a) Established and operated under the Charter of Parent Representative Council;

b) The Council’s operational plan must be tailored to each school year;

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2. Benchmark 4.2: Consultation with Party committees, state authorities and coordination with each school’s organizations and individuals

a) Consulting with Party committees and state authorities to execute each school’s educational plan;

b) Cultivating public awareness and responsibilities concerning guidelines and policies of the Party, the State and the Education sector; concerning the school's educational goals, contents and plans;

c) Marshalling and using legitimate resources of organizations and individuals in accordance with regulations in force.

Article 11. Standard 5: Educational activities and results

1. Benchmark 5.1: Provision of general education programs

a) Conducting teaching of full and correct subjects and educational activities in accordance with regulations, ensuring attainment of educational goals;

b) Applying teaching methods and techniques, organizing teaching activities to ensure conformity with educational objectives and contents, ensuring that they are suitable to students and tailored to school conditions; fostering self-study methods, improving the ability to work in groups and training skills to put knowledge into practice;

c) Testing and assessment approaches for students are diverse, ensuring impartiality and effectiveness.

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a) Planning educational activities for underprivileged students, gifted students or students having learning or behavioral training difficulty;

b) Implementing the plan for educational activities for underprivileged students, gifted students or students having learning or behavioral training difficulty;

c) Making annual review and assessment reports on educational activities for underprivileged students, gifted students or students having learning or behavioral training difficulty.

3. Benchmark 5.3: Provision of legally prescribed local education.

a) Providing local education for students in accordance with regulations;

b) Approaches for testing and assessment of local education for students must be impartial and effective;

c) Reviewing, evaluating and updating materials, and giving recommendations about revision of local education, are required on an annual basis.

4. Benchmark 5.4: Experiential learning and career orientation activities

a) Having plans for experiential learning and career orientation activities that comply with regulations and suit the school’s conditions;

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c) Assigning and mobilizing the school’s teachers and staff to get involved in experiential learning and career orientation activities.

5. Benchmark 5.5: Building up life skills for students

a) Having plans to educate students to build up their life skills provided that their learning capacity, the school’s and local conditions are taken into consideration;

b) There are positive changes in the student’s learning and accumulation of life skills, social perception and law practice through the school’s educational activities;

c) Students' ethics and lifestyles are gradually built up in accordance with law, local customs, traditions and Vietnamese cultural values.

6. Benchmark 5.6: Educational results

a) The student's academic results and conduct must be satisfactory according to the school’s plan;

b) The rate of students eligible for grade advancement and graduation is satisfactory according to the school's plan;

c) Student orientation and routing must be satisfactory according to the school’s plan.

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A secondary school can conquer Level 2 if they comply with regulations laid down in Section 1 of this Chapter and the following regulations:

Article 12. Standard 1: School organization and management

1. Benchmark 1.1: School development strategy

Benchmark 1.1: The school must adopt approaches to supervision of implementation of the school development strategy.

2. Benchmark 1.2: School board (Board of Trustees in a private school) and other boards

Operating effectively, contributing to improving the school’s education quality.

3. Benchmark 1.3: Communist Party organization, unions and other organizations of the school

a) The school’s Communist Party organization has the organizational and operational structure according to regulations; is rated good for their task accomplishment in at least 1 year out of 5 consecutive years immediately preceding the date of commencement of assessment, and rated at least satisfactory for their task accomplishment in the remaining years;

b) Unions, associations and other organizations make positive contribution to the school’s activities.

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a) Every year, the school’s specialized and academic team must propose and carry out at least 01 (one) project aimed at improving education quality and effectiveness;

b) Activities of specialized and academic teams; administrative and clerical teams, are subject to periodic review, evaluation and revision.

5. Benchmark 1.5: Classes

Each school is restricted to 45 (fifty five) classes. The number of students per class must be subject to regulations.

6. Benchmark 1.6: Administrative, financial and property management

a) Applying information technology effectively to the school’s administrative, financial and property management;

b) During 05 consecutive years immediately preceding the assessment commencement date, none of violations arising from administrative, financial and property management activities has been detected according to inspection and audit reports.

7. Benchmark 1.7: Management of administrators, teachers and staff members

Adopting measures to boost the capabilities of the school’s administrators, teachers and staff in the process of developing and improving the school’s education quality.

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The school’s guidelines, inspection and assessment approaches for their educational activities are rated effective by regulatory authorities. Managing private tutoring activities at each school in accordance with regulations (if any).

9. Benchmark 1.9. Implementation of the school’s grassroots democracy

Measures and mechanisms for supervision of the implementation of the grassroots democracy regulations must be public, transparent and efficient.

10. Benchmark 1.10: Assurance of security, order and safety at school.

a) Administrators, teachers, staff and students must be informed of, given instructions about and must carry out plans for assurance of security and order; food hygiene and safety; prevention and control of accidents and injuries; fire and explosion prevention, control and safety; safety concerns for disasters and natural disasters; prevention and control of diseases; prevention and control of school violence evils;

b) The school must regularly check, collect, evaluate and process information and manifestations related to school violence, security and order, and take timely and effective preventive measures.

Article 13. Standard 2: Administrators, teachers, staff and students

1. Benchmark 2.1: Principal, vice principal

a) The school is rated at least fair for their principal standard in at least 02 years out of 05 consecutive years immediately preceding the assessment commencement date;

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2. Benchmark 2.2: Teachers

a) The rate of teachers surpassing the qualification standard is steadily maintained and gradually increased according to the appropriate schedule;

b) During 05 consecutive years immediately preceding the assessment commencement date, 100% of teachers are rated at least satisfactory for their standards of teacher profession. At least 60% of teachers are rated at least fair for their standards of teacher profession while at least 50% of teachers are rated at least fair when teaching at a school located in disadvantaged areas;

c) Capable of organizing experiential learning, career orientation and routing activities for students; providing instructions on scientific researches; during 05 consecutive years immediately preceding the assessment commencement date, no teacher has been disciplined by caution or any other stricter sanctioning form.

3. Benchmark 2.3: Staff

a) The number and structure of staff members must conform to regulations;

b) During 05 consecutive years immediately preceding the assessment commencement date, none of staff members has been disciplined by caution or any other stricter sanctioning form.

4. Benchmark 2.4: Students

Students who perform prohibited acts must be promptly detected and subject to appropriate educational sanctions, and must show their positive changes.

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1. Benchmark 3.1: Campuses, playgrounds and training grounds

The playground and training ground must meet the requirements for hosting educational activities.

2. Benchmark 3.2: Classrooms, subject-based classrooms and academic service blocks

a) Classrooms and subject-based classrooms must be built to meet the prescribed standards, ensuring favorable conditions for students with disabilities who take inclusive education programs;

b) Academic service blocks must meet the requirements of the school’s activities and according to regulations.

3. Benchmark 3.3: Administrative – managerial blocks

Administrative – managerial blocks must be subject to regulations; kitchen, canteen and guesthouse buildings (if any) must meet health, safety and hygiene requirements to serve teachers, staff and students.

4. Benchmark 3.4: Toilets and water supply and drainage systems

a) Toilets should provide convenient access and must harmonize with the school's landscape and must be built in accordance with regulations;

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5. Benchmark 3.5: Equipment

a) Internet-connected computer systems must be available for use in management and teaching activities;

b) Teaching aids and equipment must be provided in full in accordance with regulations;

c) Every year, teaching equipment and self-made teaching equipment should be additionally provided.

6. Benchmark 3.6: Libraries

Each library must be rated at least as the accredited library.

Article 15. Standard 4: Relationship between the school, family and society

1. Benchmark 4.1: Parent representative councils

Effectively coordinating with the school in organizing the implementation of the school year’s tasks and educational activities; aiming law, guideline and policy counseling and dissemination activities at students' parents; attracting students to school, and encouraging students who have dropped out of school to go back to school.

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a) The school must hold consultation with the Party committee and state authority as a precondition for implementation of their development guidelines and strategy; 

b) Collaborating with other organizations, unions and individuals to educate students on historical, cultural values, moral conduct, way of life, law, arts, sports and other educational contents; taking care of historical and revolutionary relics and cultural structures; taking care of families of war invalids and martyrs, families rendering meritorious services to the revolution and Vietnamese Heroic Mothers in each local jurisdiction.

Article 16. Standard 5: Educational activities and results

1. Benchmark 5.1: Provision of general education programs

a) Duly executing educational plans and programs; selecting curriculum, duration, method and form of teaching appropriate for specific students and meeting each student’s perception requirements and capabilities;

b) Finding and training gifted students, giving extra-class help to students having learning and behavioral training difficulty.

2. Benchmark 5.2: Providing opportunities for participation in educational activities for underprivileged students, gifted students or students having learning or behavioral training difficulty.

Ensuring underprivileged students, gifted students or students having learning or behavioral training difficulty can achieve educational goals according to the school's educational plan.

3. Benchmark 5.3: Provision of legally prescribed local education

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4. Benchmark 5.4: Experiential learning and career orientation activities

a) Organizing experiential learning and career orientation activities in various forms that are suitable for students and achieving practical results;

b) Periodically reviewing and evaluating plans for experiential learning and career orientation activities.

5. Benchmark 5.5: Building up life skills for students

a) Instructing students how to make self-assessment of their learning and behavioral training outcomes;

b) Student’s capabilities of applying knowledge to the reality are gradually developed.

6. Benchmark 5.6: Educational results

a) Students' academic and behavioral results have had positive changes in the continuous period of 05 years immediately preceding the assessment commencement date;

b) The rate of students eligible for grade advancement and graduation has had positive changes in the continuous period of 05 years immediately preceding the assessment commencement date.

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A secondary school can conquer Level 3 if they comply with regulations laid down in Section 2 of this Chapter and the following regulations:

Article 17. Standard 1: School organization and management

1. Benchmark 1.1: School development strategy

Periodically reviewing, supplementing and adjusting school development guidelines and strategy. Taking charge of developing school development guidelines and strategy with participation of members of the School Board (Board of Trustees for private schools), administrators, teachers, staff, students, student’s parents and community.

2. Benchmark 1.3: Communist Party organization, unions and other organizations of the school

a) The school’s Communist Party organization is rated good for their task accomplishment in at least 2 years out of 05 consecutive years immediately preceding the date of commencement of assessment, and rated at least satisfactory for their task accomplishment in the remaining years;

b) Unions, associations and other organizations make positive contribution to the school’s activities and community.

3. Benchmark 1.4: Principal; vice principal; specialized and academic team; administrative and clerical team

a) Activities of specialized and academic teams, and office and clerical teams, have effectively contributed to improving the quality of the school’s activities;

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4. Benchmark 1.5: Classes

Each school is restricted to 45 (fifty five) classes. A lower and upper secondary class is restricted to 40 (forty) students, and an elementary class (if any) is restricted to 35 (thirty five) students.  The number of students in a special school’s class must be subject to organizational and operational rules and regulations of that school.

5. Benchmark 1.6: Administrative, financial and property management

Having short, medium and long-term plans to create legal financial sources commensurate with school and local actual condition.

Article 18. Standard 2: Administrators, teachers, staff and students

1. Benchmark 2.1: Principal, vice principal

The school is rated at least fair for their principal standard during the continuous period of 05 years immediately preceding the assessment commencement date and rated good for their principal standard in at least 01 year out of this period.

2. Benchmark 2.2: Teachers

a) During 05 consecutive years immediately preceding the assessment commencement date, at least 80% of teachers are rated at least fair for their standards of teacher profession, including at least 30% of teachers rated at least good for their standards of teacher profession; when teaching at schools located within disadvantaged regions, at least 70% of teachers are rated at least fair for their standards of teacher profession, including at least 20% of teachers rated good for their standards of teacher profession;

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3. Benchmark 2.3: Staff

a) Their training qualifications are suited to their job positions;

b) Each year, fully participating in courses, training and professional development classes according to their job positions.

4. Benchmark 2.4: Students

Student’s learning and behavioral training achievements have positive influence on the activities of the class and the school.

Article 19. Standard 3: Teaching infrastructure and equipment

1. Benchmark 3.1: Campuses, playgrounds and training grounds

An urban school must be ​​at least 6m^2 per a student; a rural school, ​​at least 10m^2per a student; as for secondary schools established after 2001, their space must be subject to regulations. The size of playgrounds and training grounds must be at least 25% of total usable area of the school.

2. Benchmark 3.2: Classrooms, subject-based classrooms and academic service blocks

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3. Benchmark 3.3: Administrative – managerial blocks

Administrative – managerial blocks must have a full range of equipment, which is logically and scientifically arranged, and provides effective support for school activities.

4. Benchmark 3.5: Equipment

Laboratories or practice sites (if any) must have a full range of equipment in regular and effective operating condition; teaching equipment and self-made one must be used effectively in order for the school to meet the requirements concerning reform of teaching methods and improvement of the education quality of the school.

5. Benchmark 3.6: Libraries

Each library must be rated at least as an advanced library. Library’s computer systems must be connected to Internet, meeting research demands and suited to teaching and other activities of administrators, teachers, staff and students.

Article 20. Standard 4: Relationship between the school, family and society

1. Benchmark 4.1: Parent Representative Councils

Each council must effectively collaborate with the school and society in performing tasks as prescribed in the Charter of the Parent Representative Council.

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The school must hold consultation with the Party committee or relevant state authority and collaborate with the school’s organizations and individuals in developing the school into a local cultural and educational center.

Article 21. Standard 5: Educational activities and results

1. Benchmark 5.1: Provision of general education programs

Every year, reviewing, analyzing and evaluating the effectiveness and impact of measures and solutions to organizing educational activities with the aim of improving the quality of teaching for both teachers and students.

2. Benchmark 5.2: Providing opportunities for participation in educational activities for underprivileged students, gifted students or students having learning or behavioral training difficulty.

Each school must have students gifted at academic subjects, sports and arts who are recognized by competent authorities.

3. Benchmark 5.5: Building up life skills for students

Initially, students are able to carry out science and technology researches under the guidance of instructors, scientific experts and supervisors.

4. Benchmark 5.6: Educational results

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- The rate of students ranked good in a school located within a disadvantaged region: At least 05% of students in the lower secondary school (or at the lower secondary level), the upper secondary school (or at the upper secondary level), and 20% in the school for gifted students, are ranked good;

- The rate of students ranked good at a school located within other region: At least 10% of students in the lower secondary school (or at the lower secondary level), the upper secondary school (or at the upper secondary level), and 25% in the school for gifted students, are ranked good;

- The rate of students ranked fair at a school located within a disadvantaged region: At least 30% of students in the lower secondary school (or at the lower secondary level), 20% in the upper secondary school (or at the upper secondary level), and 55% in the school for gifted students, are ranked fair;

- The rate of students ranked fair at a school located within other regions: At least 35% of students in the lower secondary school (or at the lower secondary level), 25% in the upper secondary school (or at the upper secondary level), and 60% in the school for gifted students, are ranked fair;

- The rate of students ranked poor or bad at a school located within a disadvantaged region: Not more than 10% of students in the lower secondary school (or at the lower secondary level) and the upper secondary school (or at the upper secondary level) are ranked poor or bad while none of students in the school for gifted students ranked poor or bad are ranked poor or bad;

- The rate of students ranked poor or bad at a school located within other regions: Not more than 05% of students in the lower secondary school (or at the lower secondary level) and the upper secondary school (or at the upper secondary level) are ranked poor or bad while none of students in the school for gifted students ranked poor or bad are ranked poor or bad;

- In a school with elementary classes: The rate of students completing the educational program is 95%; the rate of 11-year-old students completing the elementary education program is at least 90%. In the school located within a commune facing extreme socio-economic difficulties, such rate is at least 80%; the rest of 11-year-old students are joining elementary education classes;

- The rate of students in the lower secondary school (or at the lower secondary level) or the upper secondary school (or at the upper secondary level), and the school for gifted students, who are ranked fair or good for their conduct outcomes, is at least 90% and 98%, respectively.

b) The rate of students dropping out and repeating a grade:

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- In other regions: Not more than 01% of students dropping out; not more than 02% of students repeating a grade; none of students repeating a grade and dropping out in the school for gifted students.

Section 4. LEVEL-4 SECONDARY SCHOOL ASSESSMENT STANDARDS

Article 22. Level-4 secondary school assessment standards

A secondary school can conquer Level 4 if they comply with regulations laid down in Section 3 of this Chapter and the following regulations:

1. The school's education plan is formulated by reference to advanced educational programs of countries in the region and the world according to regulations; is appropriate and contributes to improving the education quality.

2. 100% of students in difficult circumstances and gifted students must complete all industrialized educational goals with the participation of the school, related organizations and individuals.

3. Schools located within disadvantaged regions must have students participating in scientific and technological researches and applying knowledge gained from the subjects to addressing practical issues. Schools located within other regions must have students participating in scientific and technological researches and applying knowledge gained from subjects to addressing practical issues, and obtain recognition from competent authorities.

4. Libraries must operate modern information technology infrastructure in conformity with regional and international standards. Libraries must have broadband Internet connection, wireless network, meeting the requirements of the school’s activities; must have a wide range of traditional and digital resources to meet the requirements of the school’s activities.

5. During 05 consecutive years immediately preceding the assessment commencement date, the school must complete all of their goals according to their guidelines and strategy.

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Chapter III

SECONDARY SCHOOL ASSESSMENT PROCESS

Section 1. SELF-ASSESSMENT

Article 23. Self-assessment process

Self-assessment of a secondary school shall go through the following steps:

1. Establishing a self-assessment committee.

2. Coming up with a self-assessment plan.

3. Collecting, processing and analyzing evidence.

4. Determining the level that can be achieved based on corresponding benchmarks.

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6. Announcing the self-assessment report.

7. Conducting activities after the self-assessment report is completed.

Article 24. Self-assessment committee

1 . The principal shall issue the decision on establishment of the self-assessment committee. The committee shall be composed of at least 07 (seven) members.

2. The self-assessment committee includes:

a) The committee’s chairperson who is the school's principal;

b) The committee’s vice chairperson who is the school's vice principal;

c) The committee’s secretary who is a head of a specialized and academic team, or a head of an office and clerical team, or a head of other department (if any), or a competent teacher, of the school;

d) Other members: Representatives from the School Board (Board of Trustees in a private school); heads of specialized and academic teams, or heads of office and clerical teams, or heads of other departments (if any); representatives from the school’s Party committee, unions; teacher’s representatives.

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1. Duties

a) The committee’s chairperson administers activities of the committee, assigning duties to each member; approving the self-assessment plan; establishing a secretariat and working groups to conduct self-assessment; directing the process of collecting, processing and analyzing evidence; completing a self-assessment report; solving problems that may arise during the period of self-assessment;

b) The committee’s vice chairperson performs the duties assigned by the chairperson and administers the committee when being authorized by the chairperson;

c) The committee’s secretary and other members perform the tasks assigned by the chairperson and are held responsible for their assigned tasks.

2. Authority

a) Carrying out self-assessment activities and counseling the principal on measures to maintain and improve the quality of the school’s activities;

b) Formulating a self-assessment plan; collecting, processing and analyzing evidence; preparing a self-assessment report; revising the self-assessment report as requested by the direct supervisory authority; announcing the self-assessment report; maintaining the school’s self-assessment database.

c) The committee can suggest hiring of counselors who can assist the committee in conducting self-assessment to the principal. Counselors must have deep insights about quality assessment and self-assessment techniques.  

Section 2. EXTERNAL ASSESSMENT

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1. The letter of registration for external assessment clearly states the desire for external assessment service in order for the assessed school to be recognized as an accredited one or earn recognition of conformity with national standards, or both.

2. Self-assessment report: 02 (two) copies.

Article 27. Receiving and examining external assessment registration dossier

1. The Offices of Education and Training shall assume the following responsibilities:

a) Receiving, examining dossiers filed by secondary schools falling within their remit and informing applicants of acceptance of their dossiers or requesting them to make their dossiers further completed;

b) Forwarding accepted dossiers to departments of education and training.

2. The provincial Departments of Education and Training shall assume the following responsibilities:

a) Receiving, examining dossiers forwarded by Offices of Education and Training, informing Offices of acceptance of these dossiers or requesting them to make these dossiers further completed;

b) Receiving, examining dossiers filed by secondary schools falling within their remit and informing applicants of acceptance of their dossiers or requesting them to make their dossiers further completed;

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Article 28. External assessment process

The external assessment shall go through the following steps:

1. Studying the assessment dossier.

2. Conducting the preliminary on-site survey.

3. Conducting the official on-site survey.

4. Drafting the external assessment report.

5. Collecting feedbacks on the draft report from the assessed secondary school.

6. Finalizing the external assessment report.

Article 29. Establishment of the external assessment commission

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a) The commission’s head who is one of the leadership of the Department of Education and Training; or the head, deputy head of the functional divisions of the Department of Education and Training; or the director, deputy director of the Office of Education and Training; or the head of a department in, the deputy head of, an educational institution providing secondary school teacher training programs in a province or centrally-affiliated city; or the principal of a secondary school equivalent to the assessed secondary school;

b) Secretary who is the leader or operations assistant of a functional division of the Department of Education and Training, or the Office of Education and Training; or the representative from a trade union in the Education sector; or the head, deputy head of a faculty, the lecturer of an educational institution providing secondary school teacher training programs in a province or centrally-affiliated city; or the principal, vice principal, or leader of a specialized and academic team of a secondary school equivalent to the assessed secondary school;

c) Other members who are the representatives from trade unions in the Education sector; are the persons who are, whether formerly or incumbently, the leaders or operations assistants of functional divisions of the Department of Education and Training, or the Office of Education and Training; or the heads, deputy heads of faculties, the lecturers of educational institutions providing secondary school teacher training programs in provinces or centrally-affiliated cities; or the principals, vice principals, or teachers of secondary schools equivalent to the assessed secondary school.

2. In case of a secondary school’s application for recognition of conformity with national standards, or for both recognition of education quality accreditation and recognition of conformity with national standards, the President of the provincial-level People’s Committee or the Director of the Department of Education and Training shall be authorized to decide to set up an external assessment commission. The commission is composed of 07 (seven) members, including:

a) The commission’s head who is one of the leadership of the Department of Education and Training; or the head, deputy head of the functional division of the Department of Education and Training; or the director, deputy director of the Office of Education and Training;

b) Secretary who is the leader or operations assistant of a functional division of the Department of Education and Training; or the leader or operations assistant of the Office of Education and Training; or the principal, vice principal, leader of a specialized and academic team of a secondary school equivalent to the assessed secondary school;

c) Other members who are the representatives from several relevant departments; the representatives from several trade unions in the Education sector; are the persons who are, whether formerly or incumbently, the leaders or operations assistants of functional divisions of the Department of Education and Training, or the Office of Education and Training; or the heads, deputy heads of faculties, the lecturers of educational institutions providing secondary school teacher training programs in provinces or centrally-affiliated cities; or the principals, vice principals, or teachers of secondary schools equivalent to the assessed secondary school.

Article 30. Eligibility standards of members of the external assessment commission

1. For members who have worked or are working in the Education sector, they must have never worked at the assessed secondary school; have had at least 05 years working in the Education sector; have completed external assessment training programs organized by the Ministry of Education and Training, and must receive refresher courses in relevant knowledge, skills and specializations.

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Article 31. Duties of the external assessment commission

1. The external assessment commission shall be charged with conducting surveys and evaluations to determine the level in the assessment standard that a secondary school can achieve according to the regulations of the Ministry of Education and Training; advising and recommending measures to ensure and improve the school’s education quality; requesting recognition or non-recognition of education quality accreditation or recognition of conformity with national standards for a secondary school.

2. The commission’s head must take control of activities of the commission according to the external assessment process.

3. The commission’s secretary and other members shall perform the tasks assigned by the commission’s head and be held responsible for their assigned tasks.

4. The commission must protect confidentiality of information about assessment contents and results before notifying assessment results to the assessed school.

Article 32. Benefits and remuneration package granted to members of the external assessment commission

Members of the external assessment commission shall be entitled to benefits and remuneration package prescribed in regulations in force.

Article 33. Notification of external assessment results

1. After reaching unanimous opinions amongst members of the external assessment commission, it shall send a draft external assessment report to the assessed secondary school to receive their feedbacks.

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Within 10 working days from the day on which the assessed school’s feedbacks are received, the external assessment commission must notify the assessed school in writing of whether their feedbacks are accepted or challenged. In the latter case, reasons must be clearly stated. Within 10 subsequent working days from the day on which a notice of whether their feedbacks are accepted or challenged is issued, the external assessment commission shall finalize the external assessment report for submission to the Department of Education and Training and the assessed school.

3. After the duration of 10 working days starting on the day on which the assessed school receives the draft external assessment report, if they do not give any feedback, it is considered they have agreed that draft report. Within 10 subsequent working days, the external assessment commission shall send the final external assessment report to the Department of Education and Training and the assessed school.

Chapter IV

RECOGNITION AND CERTIFICATION OF THE ACCREDITED SCHOOL

Article 34. Recognition of the accredited school

1. Conditions for recognition of the accredited school:

a) Having at least an academic course in which students have graduated the secondary education program;

b) Achieving the external assessment results stating that the assessed school has conquered Level-1 or more in accordance with clause 1 of Article 6 herein.

2. Recognition level:

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b) Level 2: The assessed school conquers Level 2 prescribed in clause 1 of Article 6 herein;

c) Level 3: The assessed school conquers Level 3 prescribed in clause 1 of Article 6 herein;

d) Level 4: The assessed school conquers Level 4 prescribed in clause 1 of Article 6 herein.

Article 35. Certification of the accredited school and announcement of accreditation results

1. Within 20 working days from the date of receipt of the report from the external assessment commission, the Director of the Department of Education and Training shall make a decision to issue the Certificate of the accredited school at the level that the secondary school achieves (Certificate template shown in Appendix I).

2. The validity period of each certificate is 5 years. Within at least 05 months prior to the expiration of the validity period of the Certificate of the accredited school, the secondary school must finish the self-assessment process as prescribed in Article 23 and apply for external assessment as prescribed in Article 26 of these Regulations for re-certification purposes. Re-certification shall be subject to regulations laid down in Article 34 herein.

3. Results of accreditation of secondary school’s education quality must be published on the website of the Department of Education and Training.

Article 36. Revocation of Certificate of the accredited school

1. In case a secondary school holding the certificate of the accredited school that remains valid no longer meets the assessment standards, that certificate shall be revoked.

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3. The decision must be must be published on the website of the Department of Education and Training.

Chapter V

RECOGNITION AND CERTIFICATION OF CONFORMITY WITH NATIONAL STANDARDS

Article 37. Recognition of conformity with national standards

1. Recognition conditions:

A secondary school is granted the recognition of conformity with national standards if they meet regulations laid down in point a of clause 1 of Article 34 and achieves external assessment results stating that they have conquered Level 2 or more as prescribed in clause 1 of Article 6 herein.

2. Recognition level:

a) Level 1: The assessed school conquers Level 2 prescribed in clause 1 of Article 6 herein;

b) Level 2: The assessed school conquers Level 3 or more as prescribed in clause 1 of Article 6 herein.

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1. Within 20 working days from the date of receipt of the report from the external assessment commission, the Director of the Department of Education and Training shall seek the approval decision to confer the Certificate of conformity with national standards upon the secondary school from the President of the provincial-level People’s Committee (Certificate template shown in Appendix II).

2. The Certificate of conformity with national standards is valid for a period of 05 years. Where a secondary school wishes to renew the certificate, within at least 05 months prior to the expiration of the validity period of the Certificate of conformity with national standards, they must finish the self-assessment process as prescribed in Article 23 and apply for external assessment as prescribed in Article 26 herein for the purposes of renewal of that certificate. Re-certification shall be subject to regulations laid down in Article 37 herein.

3. Re-certification results must be published on the website of the Department of Education and Training.

Article 39. Revocation of certificate of conformity with national standards

1. In case a secondary school holding the certificate that remains valid no longer meets the assessment standards prescribed in Chapter II herein, that certificate shall be revoked.

2. Within 20 working days from the date of receipt of the conclusion stating the school no longer meets national standards from the Department of Education and Training, the Director of the Department of Education and Training shall seek the decision on revocation of the certificate from the President of the provincial-level People’s Committee.

3. Revocation decision must be published on the website of the Department of Education and Training.

Chapter VI

IMPLEMENTATION

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1. Secondary schools that are being assessed and seeking recognition of conformity with national standards according to the Circular No. 47/2012/TT-BGDDT dated December 7, 2012 of the Minister of Education and Training, promulgating the Regulations on recognition of accredited lower secondary schools, upper secondary schools and multilevel educational institutions (Circular No. 47/2012/TT-BGDDT), may continue the existing process of examination, accreditation and certification of conformity with national standards in accordance with current regulations during the transitional period and by end of December 31, 2018. Meanwhile, the self-examination and application for review of results shall be continued by the effective date of this Circular.

2. Secondary schools that are being assessed and seeking recognition of conformity with education quality standards according to the Circular No. 42/2012/TT-BGDDT dated November 23, 2012 of the Minister of Education and Training, providing for education quality assessment standards, process and cycle of accreditation of education quality of general education institutions, continuing education institutions (Circular No.42/2012/TT-BGDDT), may continue the existing process for education quality accreditation in accordance with current regulations during the transitional period and by December 31, 2018. Meanwhile, the self-assessment and application for external assessment shall be continued by the effective date of this Circular.

3. Secondary schools gaining recognition of conformity with national standards under the Circular No. 47/2012/TT-BGDDT shall resemble those conforming to Level-2 national standards prescribed herein.

4. Secondary schools accredited at Level 1, Level 2 and Level 3 as prescribed in the Circular No. 42/2012/TT-BGDDT shall resemble those accredited at Level 1, Level 2 and Level 3 stipulated herein.

Article 41. Responsibilities of Departments of Education and Training

1. Consulting with the provincial People's Committees to develop education quality accreditation plans; formulating plans and proposals for development of secondary schools conforming to national standards; guiding, directing and supervising implementation of tasks of education quality accreditation and development of secondary schools conforming to national standards by offices of education and training and secondary schools under their direct control in accordance with regulations.

2. Organizing professional training courses for units and individuals performing tasks of education quality accreditation and development of secondary schools conforming to national standards.

3. Supervising implementation of quality improvement plans and directing their directly affiliated secondary schools to carry out such plans to incessantly maintain and improve their quality.

4. Annually, making preliminary and final reviews of implementation of tasks of education quality accreditation and development of secondary schools conforming to national standards; reporting on results of implementation of these tasks to provincial People's Committees, Ministry of Education and Training to seek their instructions, guidelines, or inspection or examination actions.

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1. Consulting with the district-level People's Committees to develop education quality accreditation plans; formulating plans and proposals for development of secondary schools under their jurisdiction into those conforming to national standards; guiding, directing and supervising implementation of tasks of education quality accreditation and development of secondary schools conforming to national standards by their directly affiliated secondary schools in accordance with regulations of the Ministry of Education and Training.

2. Supervising the tasks of implementation of quality improvement plans by secondary schools and elementary schools under their direct control (if any) and directing them to perform these tasks to incessantly maintain and improve their quality.

3. Annually, making preliminary and final reviews of implementation of tasks of education quality accreditation and development of secondary schools conforming to national standards; reporting on results of implementation of these tasks to district-level People's Committees, Offices of Education and Training to seek their instructions, guidelines, or inspection or examination actions.

Article 43. Responsibilities of secondary schools

1. Consulting with the Party Committees and regulatory authorities to develop developmental plans to strive for the aim of the school achieving education quality accreditation and conforming to national standards over periods of time.

2. Conducting self-assessment, applying for external assessment; requesting competent authorities to grant education quality accreditation and recognition of conformity with national standards on seeing that they meet secondary school assessment standards prescribed herein.

3. Based on external assessment results, finalizing and completing self-assessment reports; implementing quality improvement plans included in self-assessment reports, recommendations of external assessment commissions and guidelines of supervisory authorities. Annually, reporting on the results of quality improvement to the directly supervisory education authorities to seek their guidance, directions, inspection and supervision actions.

4. Providing all required documents, records and data related to the school's activities, and other necessary conditions, for external assessment activities; giving feedbacks on draft external assessment reports on schedule.

5. Maintaining and upholding the results of education quality accreditation, the results of development of schools into those conforming to national standards in order to continuously improve their quality./.