Circular 03/2017/TT-BLDTBXH design issuance programs intermediate college level education

• Official number: 03/2017/TT-BLDTBXH
• Legislation Type: Circular
• Organization: Bộ Lao động - Thương binh và Xã hội
• Signer: Doan Mau Diep
• Issued Date: 01/03/2017

THE MINISTRY OF LABOR, WAR INVALIDS AND SOCIAL AFFAIRS -------	THE SOCIALIST REPUBLIC OF VIETNAM Independence - Freedom - Happiness ---------------
No. 03/2017/TT-BLDTBXH	Hanoi, March 01, 2017

CIRCULAR

PRESCRIBING THE PROCEDURES FOR DESIGN, EVALUATION AND ISSUANCE OF THE TRAINING PROGRAMS; WRITING, SELECTION AND EVALUATION OF THE TRAINING MATERIALS FOR INTERMEDIATE- AND COLLEGE-LEVEL VOCATIONAL EDUCATION

Pursuant to the Law on Vocational Education dated November 27, 2014;

Pursuant to the Government's Decree No. 14/2017/ND-CP dated February 17, 2017 defining the functions, tasks, powers and organizational structure of the Ministry of Labor, War Invalids and Social Affairs;

Pursuant to the Government's Decree No.143/2016/ND-CP dated October 14, 2016 providing for eligibility requirements for investment and operation in the vocational education industry;

Pursuant to the Prime Minister’s Decision No. 1982/QD-TTg dated October 18, 2016 on approval of the National Qualifications Framework of Vietnam;

Upon the request of the Director of the Directorate of Vocational Training,

The Minister of Labor, War Invalids and Social Affairs hereby issues the Circular that validates the procedures for design, evaluation and issuance of the training programs; writing, selection and evaluation of the training materials for intermediate- and college-level vocational education.

...

...

...

GENERAL PROVISIONS

Article 1. Scope of application

This Circular sets out regulations on the procedures for design, evaluation and issuance of the program; writing, selection, evaluation, approval and use of the training materials for intermediate- and college-level vocational education.

Article 2. Subjects of application

This Circular shall apply to vocational colleges, vocational secondary schools and other vocational education institutions licensed to provide college- and intermediate-level education programs (hereinafter referred to as School).

Chapter II

PROCEDURES FOR DESIGN, EVALUATION AND ISSUANCE OF THE INTERMEDIATE- AND COLLEGE-LEVEL VOCATIONAL EDUCATION PROGRAM

Article 3. Requirements of the training program

1. The industry or occupation constituting a training program must be named in uniformity with the Classification of tier-IV college- and intermediate-level training industries and occupations brought into effect by the Minister of Labor, War Invalids and Social Affairs.

...

...

...

3. The training program must define the framework and timelength of specific subjects and modules relative to relevant training approaches, theory, practice or internship training timelength.

4. Contents and timelength of compulsory general subjects shall be subject to regulations of the Minister of Labor, War Invalids and Social Affairs.

5. The training program must be logical, well-organized, practical, flexible and adaptable to any change in the engineering or technological sector and labor market.

6. The training program must assure that training timelength is distributed and subjects or modules are arranged in a proper manner to accomplish predetermined vocational education objectives.

7. The training program must set out statutory requirements concerning the minimum number of educational facilities, equipment and teaching staff guaranteeing that the training quality standards are assured.

8. The training program must specify the method for assessment of learning outcomes, determination of the degree of a student’s fulfillment of competency requirements upon completion of his/her subject or module in that training program.

9. The training program must provide training contents that match sectoral, local and national development demands and are in line with current technologies used in production and service provision activities.

10. The training program must ensure modernity, international integration and intend to keep abreast of all latest training tendencies in the region and the globe.

11. The training program must ensure transition between training levels in the national education system.

...

...

...

The structure of the training program for specific training industry or occupation shall be designed as follows:

1. Name of the training industry or occupation;

2. Code of the training industry or occupation;

3. Training level;

4. Admission requirements;

5. Training duration;

6. Training objectives;

7. Course timelength;

8. Volume of knowledge acquired during the entire course;

...

...

...

10. Detailed framework of subjects or modules;

11. Instruction manual for the training program.

Article 5. Course timelength and time-based unit in the training program

1. The course timelength shall be calculated as academic year, semester and week.

a) Academic year-based course timelength:

The college-level vocational education course takes 2-3 academic years and must provide at least 60 credits as a requirement concerning a volume of knowledge acquired in each training industry or occupation.

The intermediate-level vocational education course takes 1-2 academic year(s) and must provide at least 35 credits or 50 credits as a requirement concerning a volume of knowledge that a student holding the upper secondary education diploma or a student holding the lower secondary education diploma, respectively, may acquire in each training industry or occupation.

The timelength of study includes the class period and duration to take an exam or test to complete a subject or module, and length of time that a student spends on joining preparation classes for and attending the graduation examination. In particular, the class period is a period of time that a student spends on listening to teacher's lectures, attending laboratory classes, discussions or going on an internship or studying according to the integrated approach to theory and practice at the practice facility.

The timelength for general activities includes a period of time that a student spends on attending such celebrations as an opening, closing of an academic year, closing of an academic semester, taking summer vacations, national or traditional holidays, participating in extracurricular labor activities, and a provisional time period.

...

...

...

The timelength of study includes the class period, duration to take an exam or test to complete a subject or module. The class period is calculated as the time period a student spends on studying specified subjects or modules. Each subject or module requires 2-6 credits depending on the designed structure of each subject or module; in particular subjects or modules, or as otherwise stipulated, the number of credits may be less than 2 credits or greater than 6 credits.

The timelength for general activities includes a period of time that a student spends on attending such celebrations as an opening, closing of an academic year, closing of an academic semester, taking summer vacations, national or traditional holidays, participating in extracurricular labor activities, and a provisional time period.

c) The timelength for theory, practice, laboratory class and internship activities varies depending on requirements of specific industries or occupations but is required to make up,

In terms of intermediate-level vocational education, 25% - 45% of the time period for theory class activities; 55% - 75% of the time period for practice, laboratory class and internship activities.

In terms of college-level vocational education, 30% - 50% of the time period for theory class activities; 50% - 70% of the time period for practice, laboratory class and internship activities.

2. The time-based unit in the training program

The timelength of study is calculated on the basis of an hour and converted into a credit to determine the minimum amount of student’s workload at specific qualification levels. The time-based unit in the training program shall be converted as follows:

a) A credit represents at least 15 hours of theory class activity and 30 hours of supervised self-study or personal preparation, or 30 hours of practice, laboratory class or discussion activity and 15 hours of supervised self-study, supervised personal preparation, or 45 hours of field trip practice, essay writing, conduct of major projects, schemes or graduate theses. The time period for supervised self-study and personal preparation shall be deemed as a prerequisite for students’ acquisition of knowledge and skills but shall not be converted into credit hours in the training program.

b) One hour of practice/integrated education class is calculated as 60 minutes; one hour of theory class equals 45 minutes.

...

...

...

d) A student takes less than 40 hours of practice/integrated education class or 30 hours of theory class a week.

dd) The course timelength in the training program for industries or occupations classified into the fields of particular nature such as culture or arts, sports or physical education shall be prescribed under the mutual agreement between the Ministry of Labor, War Invalids and Social Affairs and the Ministry of Culture, Sports and Tourism.

Article 6. Procedures for design of a training program

A training program shall be designed by taking the following steps:

1. Preparation

a) Establish the Executive Board/Group of Designers of the training program

b) Define objectives of the training program, minimum requirements concerning knowledge and competency that students may attain after graduation from their respective training industry or occupation.

2. Formulation of the training program

a) Specify training time, knowledge volume, skills and other contents in the training program based on vocational skill standards and learning outcomes at the corresponding qualification level of training industry and occupation.

...

...

...

c) Design the detailed outline of subjects and modules included in the predetermined training program, requirements and method for assessment of student learning outcomes.

d) Proceed to formulate the training program, detailed framework of training subjects or modules (Appendix 1, 2 and 3 hereto attached).

dd) Draw a diagram or flowchart in which subjects or modules are arranged in a logical sequence in conceptive and pedagogical aspects (Appendix 4 hereto attached).

e) Hold seminars to receive advisory opinions on the training program from experts, lecturers, administrative officers, scientists or employers.

g) Prepare a complete draft of the training program by consulting advisory opinions from experts.

3. Preparation of a complete draft of the training program

a) Consult with teachers or lecturers who have been trained in the same industries or occupations in order to supplement the draft training program.

b) Hold expert seminars attended by representatives of experts of enterprises, administrators, researchers, lecturers and teachers of vocational education institutions.

c) Prepare a complete draft of the training program by consulting advisory opinions.

...

...

...

5. Approval and issuance of the training program.

Article 7. Procedures for evaluation of the training program

1. Establishment of the Evaluation Board.

The Evaluation Board shall be established under the School Rector’s decision, assume responsibility for studying materials, preparing comments or assessment opinions on the draft training program.

2. Conduct of evaluation activities.

The Executive Board/Group of Designers of the training program shall be responsible for preparing a performance report on formulation of the training program for submission to the Evaluation Board that proceeds to discuss and assess the draft training program.

The Chair of the Evaluation Board shall be accorded authority to give his/her decisive opinion on the quality of the evaluated training program.

3. The Evaluation Board’s Chair shall submit a report on evaluation results to the School Rector for his/her consideration before making a decision to issue the training program.

Article 8. Issuance of the training program

...

...

...

Article 9. Update and assessment of the training program

1. At least once every 3 years, the School Rector shall decide to establish the Educational Board performing the function of re-assessing the issued training program in order to keep it updated with and adaptable to any change in applicable laws and regulations or new scientific or technological advancements in the relevant industry or occupation sector, or findings related to the training program, changes in subjects, modules or specialized contents to address the realistic conditions of the labor market regarding production, business and service activities.

2. Revision, modification and supplementation of the training program shall be carried out according to the procedures specified in Article 6 and 7 hereof, or the implementation processes and structures which are more concise and simplified depending on the extent of revision, update or modification, and shall be decided by the School Rector.

3. The School Rector shall issue the amended or revised training program in light of the request of the Educational Board upon completion of the training program.

Article 10. Executive Board/Group of Designers of the training program

1. The Executive Board/Group of Advisers of the training programs for specific industries or occupations shall be established under the School Rector’s decision in order to perform the function of formulating the intermediate- and college-level training programs for respective industries or occupations.

2. The Executive Board/Group of Advisers of a training program shall be composed of the Chair, Vice Chair, Secretary and Members; the number of and standards of members shall be subject to the Rector's decision.

3. Members of the Executive Board/Group of Advisers of the training program must obtain at least the undergraduate degree, have a good command and acquire sufficient experience of the program development field; gain hands-on experience of lecturing, production, business or administration in the target industries or occupations.

4. The Executive Board/Group of Designers of the training program shall be responsible for contents and quality of the training program under its delegated authority in accordance with regulations on formulation of training programs.

...

...

...

1. The training program Evaluation Board shall be established under the School Rector’s decision.

2. The Evaluation Board shall be responsible for providing the School Rector with its expert advisory opinions on evaluation of the training program; giving comments and judgements on and assuring the quality of the training program.

3. The Evaluation Board shall be composed of teachers, vocational education administrators, scientific and technological officers of an enterprise and shall not accept members of the Executive Board/Group of Designers of the training program. At least one thirds of teachers accepted as members of the Evaluation Board must be teachers who are training students at qualification levels and in industries or occupations where appropriate.

4. The Evaluation Board shall be joined by at least 7 persons, including Chair, Vice Chair, Secretary and other Members with a requirement that there must be at least 02 reviewing members from another vocational education institution and representatives of a state regulatory authority over vocational education.

5. Eligibility standards of the Evaluation Board members

a) Holding at least the undergraduate certificate.

b) Gaining at least 5 years’ hands-on experience of teaching or production, business or administration in the industries or occupations to be evaluated.

c) Encouraging the school to invite renowned teachers or lecturers from overseas vocational education institutions to become members of the Evaluation Board.

6. Evaluation of the training program

...

...

...

b) The Evaluation Board shall refer to regulations on the training program, objectives, training requirements and expected learning outcomes of respective industries or occupations for the purpose of analyzing and assessing the training program. Any conclusion of the Evaluation Board’s Chair must be based on results of the opinion survey and voting amongst the Board members.

c) The Evaluation Board’s Chair shall give his/her conclusive opinion on the training program according to 3 types, i.e. the training program is approved without being subject to any revision; the training program is approved but subject to revision and modification and contents subject to such revision and modification are specified; the training program is not approved and reasons for such disapproval are clearly stated.

Chapter III

WRITING, SELECTION, EVALUATION, APPROVAL AND USE OF THE TRAINING MATERIALS

Article 12. Requirements concerning the training materials

1. Adhere to objectives and contents of subjects or modules in the training program.

2. Assure accuracy, systematic and pedagogical characteristics; ensure balancing and appropriacy between specialized contents, graphs, drawings and illustrative diagrams.

3. Ensure that knowledge and skill contents must conform to objectives of specific chapters and lessons of each subject or module.

4. Attach questions or exercises to each chapter and lesson included in a training material; ensure that each training material must have the list of reference resources; ensure that reference resources must be reliable and have clear origins.

...

...

...

6. Assure that a training material suits equipment, facilities, learning resources and teaching means.

Article 13. Structure of a training material

1. General information about a training material;

2. Code of subject or module; functions, features and roles; objectives of training materials used in subjects or modules;

3. Contents of training materials used for training of subjects or modules (including knowledge, skills, sense of self-consciousness and responsibility necessary for performing tasks and activities; procedures and methods for performing tasks and duties; graphs, drawings, exercises and key points to remember);

4. Requirements concerning assessment of student learning outcomes upon completion of a chapter, lesson and subject or module.

Article 14. Writing of a training material

1. Outline a training material

a) Determine objectives of a chapter or lesson in a single subject or module.

...

...

...

c) Consult experts to create a consistent structure of a training material.

d) Synthesize and improve matters relating to the structure of a training material.

2. Write a training material

a) Study the training program of an industry, occupation and detailed syllabus of a subject or module.

b) Collect and use relevant reference resources.

c) Write detailed contents of training materials (Appendix 05 hereto attached).

d) Consult experts to give their opinions on specific detailed contents of training materials.

dd) Synthesize consulting opinions and improve training materials.

3. Consult experts to give their opinions on training materials.

...

...

...

5. Evaluate and issue training materials.

Article 15. Selection of a training material

It is optional that training materials written by other domestic schools or overseas ones may be adopted, evaluated and approved for use provided these materials fit into the training program, qualification, training industry or occupation sector .

Article 16. Evaluation, approval and use of a training material

1. Training material Evaluation Board

a) The Training material Evaluation Board shall be established under the School Rector’s decision in order to perform the function of evaluating training materials used in specific industries or occupations at the appropriate qualification levels.

b) The Training Material Evaluation Board shall be responsible for assisting the School Rector in giving comments, judgements on or conducting evaluation of training materials; take responsibility for assuring the quality of training materials. Submit a review report on results of evaluation to the School Rector based on which (s)he will consider granting the decision on approval and use of such training materials.

c) The Training Material Evaluation Board shall be composed of the Chair, Vice Chair, Secretary and Members who are teachers, lecturers, experts or administrative officers who have gained experience in the training industry or occupation sector. Members of the Training Material Evaluation Board must meet the following eligibility standards, i.e. they must hold at least the undergraduate degree in the relevant training industry or occupation; gain at least 5 years’ experience in lecturing and writing of training materials; earn good reputations for production, business and administration activities in their respective training industries and occupations.

2. Evaluation and approval of a training material

...

...

...

b) The Board’s meeting shall be allowed to take place only if at least two thirds of total member, including the Chair and Secretary as compulsory attendees, are present.

c) The Team/Group of Writers of the training material shall make a review report on results of writing of training materials.

d) The Training Material Evaluation Board shall give comments and judgements on the draft training material; the Board Chair shall give his/her conclusive opinion on the quality of training materials.

dd) Perfect training materials by taking into consideration advisory opinions from the Training Material Evaluation Board.

e) Report on the results of evaluation of training materials which have been perfected by taking into consideration opinions from the Training Material Evaluation Board to the School Rector who will then make his/her decision on approval and use of such training materials.

Chapter IV

IMPLEMENTARY PROVISIONS

Article 17. Responsibility of the Ministry of Labor, War Invalids and Social Affairs

1. Play a central role and cooperate with ministries and local authorities in directing schools to design, evaluate and issue the training programs; write, select and evaluate the training materials for intermediate- and college-level vocational education.

...

...

...

Article 18. Responsibility of Ministries, ministerial-level agencies, Governmental bodies, socio-political organizations and People’s Committees of centrally-affiliated cities and provinces

1. Collaborate with the Ministry of Labor, War Invalids and Social Affairs in directing and providing favorable conditions for its affiliated schools to comply with regulations on design, evaluation and issuance of the training programs and materials for intermediate- and college-level vocational education.

2. Check and supervise use of the training programs in the lecturing and learning plan at schools, update, revision and modification of the training programs and materials where appropriate for the development of scientific and technological activities and labor markets of ministries and local authorities.

Article 19. Entry into force

1. This Circular shall enter into force from April 14, 2017.

2. Ministries, ministerial-level agencies, Governmental bodies, People’s Committees of centrally-affiliated cities and provinces, socio-political organizations, the Directorate of Vocational Training, Departments of Labor, War Invalids and Social Affairs, colleges, secondary schools, and other vocational training providers obtaining licenses for intermediate- and college-level vocational education activities, shall be responsible for implementing this Circular./.

...

...

...