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MINISTRY OF
EDUCATION AND TRAINING
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SOCIALIST
REPUBLIC OF VIETNAM
Independence - Freedom - Happiness
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No.
18/2018/TT-BGDDT
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Hanoi, August 22,
2018
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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 6m2
per a student; a rural school, at least 10m2per 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./.