Quyết định 630/QĐ-TTg của Thủ tướng Chính phủ về việc phê duyệt Chiến lược phát triển Dạy nghề thời kỳ 2011 - 2020

DECISION

APPROVING THE VOCATIONAL TRAINING DEVELOPMENT STRATEGY FOR THE 2011-2020 PERIOD

THE PRIME MINISTER

Pursuant to the December 25, 2001 Law on Organization of the Government;

Pursuant to the June 14, 2005 Education Law and the November 25, 2009 Law Amending and Supplementing a Number of Articles of the Education Law;

Pursuant to the November 29, 2006 Law on Vocational Training; Pursuant to the 2011-2020 socio-economic development strategy;

Pursuant to the strategy on development of Vietnamese human resources for the 2011-2020 period;

Pursuant to the master plan on development of Vietnamese human resources for the 2011-2020 period;

At the proposal of the Minister of Labor, War Invalids and Social Affairs in Report No. 22/TTr-BLDTBXH of March 29, 2012, approving the vocational training development strategy for the 2011-2020 period,

DECIDES:

Article 1.To approve the vocational training development strategy for the 2011-2020 period, enclosed to this Decision, with the following contents:

I. GUIDING VIEWPOINTS ON THE ACHIEVEMENT OF THE VOCATIONAL TRAINING DEVELOPMENT OBJECTIVES FOR THE 2011-2020 PERIOD

1. Vocational training development is the cause as well as responsibility of the entire society; is an important content of the national human resource development strategy and master plan, and requires the participation of the Government, ministries, sectors and localities, vocational training institutions, employers and employees to meet the labor market demands.

2. The state management of vocational training will be substantially and strongly renovated in order to create a driving force for developing vocational training toward standardization, modernization, socialization, democratization and international integration.

3. Improving the quality and developing the scope of vocational training are a process; teaching popular occupations for laborers should be combined with meeting the demands of domestic industries and occupations for highly skilled laborers and of labor export.

4. International cooperation will be promoted and expanded for developing vocational training and building high-quality vocational schools, giving priority to international-standard schools and key national, regional and international occupations.

II. VOCATIONAL TRAINING DEVELOPMENT OBJECTIVES FOR THE 2011-2020 PERIOD

1. General objectives

By 2020, vocational training will meet the labor market’s demands in terms of quantity, quality, occupation structure and training level, with the quality of training in a number of occupations reaching that of developed countries in the ASEAN region and the world; a contingent of skilled laborers will be formed, contributing to increasing the national competitiveness; vocational training will be universalized among laborers, contributing to labor restructuring, income generation, sustainable poverty reduction and social security.

2. Targets

- To provide vocational training in order to increase the rate of vocationally trained laborers to 40% by 2015, equivalent to 23.5 million people (of whom those attaining intermediate and collegial vocational qualifications will account for 20%) and 55% by 2020, equivalent to 34.4 million people (of whom those attaining intermediate and collegial vocational qualifications will account for 23%).

- During 2011-2015, to provide collegial and intermediate vocational training for some 2.1 million people, and elementary and under-3 month training for some 7.5 million people, including 4.7 million receiving vocational training support under the scheme on vocational training for rural laborers through 2020 (Scheme 1956).

- During 2016-2020, to provide collegial and intermediate vocational training for some 2.9 million people (10% of whom will reach national, ASEAN or international standards), and elementary and under-3 month training for some 10 million, including 4.7 million receiving vocational training support under Scheme 1956.

- By 2015, there will be around 190 vocational colleges (60 non-public ones, accounting for 31.5%), including 26 high-quality ones; 300 vocational secondary schools (100 non-public ones, 33%) and 920 vocational training centers (320 non-public ones, 34.8%). Each province or centrally run city will have at least one vocational college and one model vocational training center; each district or town will have one vocational training center or vocational secondary school. By 2020, there will be about 230 vocational colleges (80 non-public ones, accounting for 34.8%) including 40 high-quality ones; 310 vocational secondary schools (120 non-public ones, 38.8%) and 1,050 vocational training centers (350 non-public ones, 33.3%), including 150 model ones.

- By 2015, there will be 51,000 vocational teachers (including some 17,000 in non-public vocational training institutions), including 13,000 collegial teachers, 24,000 vocational secondary school teachers and 14,000 elementary and under-3-month training teachers (excluding occupation instructors). By 2020, there will be 77,000 vocational teachers (including some 25,000 in non-public vocational training institutions), including 28,000 collegial teachers, 31,000 vocational secondary school teachers, and 18,000 elementary and under-3-month training teachers (excluding occupation instructors).

- By 2015, to promulgate 130 curricula and course books for key national occupations; to use 49 regional curricula and course books and 26 international curricula and course books; to develop 300 elementary and under-3-month vocational training curricula and course books for rural laborers. By 2020, to supplement, revise and promulgate 150 curricula and course books for key national occupations; to use 70 regional curricula and course books and 35 international curricula and course books; to develop 200 elementary and under-3-month vocational training curricula and course books for rural laborers.

- All key national occupations and regional and international occupations; high-quality schools and model vocational training centers will be accredited. To form 3 vocational training quality accreditation centers in 3 regions and a number of non-public vocational training quality accreditation centers.

- To formulate a national vocational qualification framework; by 2015, to promulgate 250 sets of national occupational skill standards, including 130 for key national occupations. By 2020, to promulgate 400 sets of national occupational skill standards, including 150 for key national occupations. During 2011-2015 and 2016-2020, to assess and grant national occupational skill certificates to some 2 million and 6 million people, respectively.

- To complete the labor market system linking vocational training with employment.

III. SOLUTIONS FOR VOCATIONAL TRAINING DEVELOPMENT

In order to achieve the strategic objectives, it is necessary to synchronously implement 9 solutions, with solution (1) “To renovate state management of vocational training” and solution (2) “To develop a contingent of vocational training lecturers, teachers and administrators” as breakthrough ones and solution (3) “To develop a national vocational qualification framework” as the key.

1. To renovate state management of vocational training

- To complete the legal system on vocational training. To amend the Law on Vocational Training and relevant laws concerning vocational training.

- To complete mechanisms and policies on vocational teaching and learning:

+ To introduce policies to provide incentives for and attract vocational teachers.

+ To renew vocational training financial policies: To adopt a policy on collection of vocational training fees based on occupations and training levels; to implement the mechanism of placing training orders to vocational training institutions, regardless of their forms of ownership.

State budget investments will be concentrated on key vocational training institutions and key occupations (synchronous investment), and difficulty- hit areas, mountainous, island, deep-lying and remote areas; training and retraining of teachers and administrators; development of vocational training curricula for rural laborers; vocational training for policy beneficiaries and disadvantaged groups in the society and universal vocational training for laborers. To adopt mechanisms and policies to attract domestic and foreign resources for vocational training development.

+ Policy on foreign language training suitable to vocational training levels.

+ Policies toward vocationally trained laborers; policy on transferable training and support for vocational learners (prioritizing policy beneficiaries, ethnic minority people, people with disabilities and other disadvantaged people); policies toward a number of specific occupations and occupations needed by the society which few people want to learn.

- To complete the mechanism of state management of vocational training toward clearly defining functions, tasks and competence combined with responsibility and increasing inspection and examination activities and assuring supervision by state agencies, socio-political organizations and people. To raise management capacity of state vocational training administration agencies at all levels. The central state vocational training administration agency shall adopt mechanisms and policies for vocational training development and formulate vocational training standards and guide vocational training institutions to provide training according to such standards. To organize research and application of science and technology in vocational teaching and learning.

- To introduce mechanisms for vocational training institutions to operate independently and autonomously and their heads to take responsibility before law and to be trained in vocational training administration.

- To promote the application of information technology to vocational training and vocational training administration; to build a vocational training database.

- To implement transferable training and strong channeling into vocational training. The State shall prescribe a percentage of students to attend vocational training after completing lower secondary education.

- To form a vocational learning support fund under the Law on Vocational Training along the line of socialization, with initial capital allocated from the state budget, contributions of enterprises and other sources for vocational training development.

- To plan a vocational training institution network based on training occupations, regions and localities; to attach importance to arrangement of high-quality schools in dynamic economic regions and establishment of vocational training centers in different regions; to prioritize establishment of new non-public vocational training institutions; to encourage cooperation and establishment of foreign-invested vocational training institutions. To build vocational training institutions specialized in occupations for people with disabilities and ethnic minority people.

- To promote socialization and diversification of resources for vocational training development from the state, enterprises, learners and domestic and foreign investors, with state budget funds constituting an important source; to increase the percentage of expenditure on vocational training in the total state budget expenditure for education and training to 12-13%.

The State shall provide capital, land and tax incentives for non-public vocational training institutions.

2. To develop a contingent of vocational teachers and vocational training administrators

- To standardize the contingent of teachers of key national occupations in terms of qualifications and pedagogical skills. All of these teachers will reach standards by 2014.

- To standardize the contingent of teachers of key regional and international occupations according to occupational skills and pedagogical competence of advanced countries in the ASEAN region and developed countries in the world. All of these teachers will reach corresponding standards of these countries by 2014.

- The State shall assure training and retraining (domestic and overseas) of vocational teachers toward standardization, adequate quantity and reasonable structure of training occupations and levels. To involve scientists, technicians, artisans, highly skilled laborers and outstanding farmers in teaching occupations for rural laborers.

- To rearrange and reorganize vocational teachers’ training and retraining institutions: To renovate activities of technical teachers’ schools; to establish vocational training pedagogy faculties in vocational colleges to train and retrain in pedagogical skills and increase occupational skills for vocational teachers.

- To standardize the contingent of vocational training administrators. To develop the contents and curricula of training and retraining for vocational training administrators; to form a contingent of professional vocational training administrators.

- To form a vocational training institute with the functions of training and retraining in new technologies; training and retraining vocational teachers and vocational training administrators; and carrying out vocational training scientific research, on the basis of merging and upgrading the Vocational Training Scientific Research Institute and a vocational training institution.

3. To build a national occupational qualification framework

- To build a national occupational qualification framework compatible with the national education qualification framework.

- To complete the national occupational skill qualification framework.

- To promulgate national occupational skill standards for popular occupations.

- To receive and transfer sets of occupational skill standards of regionally and internationally prioritized occupations.

- To develop a framework training curriculum.

4. To develop curricula and course books

- For key national occupations, to develop and promulgate vocational training curricula and course books based on national occupational skill standards.

- For regional and international occupations, to receive and use training curricula and course books of advanced countries in the ASEAN region and the world which are suitable to Vietnam’s labor market.

- Curricula and course books of other occupations shall be developed by vocational training institutions on the basis of the framework training curriculum or national occupational skill standards.

- Curricula and course books for rural laborers: To guide institutions engaged in vocational training for rural laborers to develop vocational training curricula and course books; to develop curricula and course books on business knowledge and start-up for trained rural laborers.

5. To increase vocational training physical foundations and equipment

- For key national occupations, to formulate and promulgate standards of vocational training physical foundations and equipment.

- For regional and international occupations, to receive and apply standards of vocational training physical foundations and equipment of advanced countries in the ASEAN region and the world.

- For occupations outside the list of key occupations, to prescribe minimum standards of vocational training physical foundations and equipment.

- Vocational training institutions shall ensure minimum standard physical foundations and equipment for trained occupations.

- To make a list of equipment necessary for elementary vocational training and a set of training materials for vocational training of rural laborers.

6. To control and assure vocational training quality a/ Accreditation of vocational training quality

- The State manages overall quality of vocational training nationwide; while ministries, sectors, People’s Committees of all levels, managing units and vocational training institutions shall assure the quality of vocational training under their management.

- To accredit vocational training institutions and curricula. Vocational training institutions shall assure vocational training quality and standardized ‘inputs’ and ‘outputs’; they shall self-accredit vocational training quality and be periodically accredited by vocational training quality accreditation agencies.

- To establish a vocational training quality accreditation department to manage and assure vocational training quality; to build 3 vocational training quality accreditation centers in 3 regions; to develop a number of non-public vocational training quality accreditation centers.

b/ To assess and grant national occupational skill certificates

- To develop centers to assess occupational skills of laborers in association with developing key occupations in vocational training institutions, a number of enterprises and other institutions.

- To establish a specialized agency to perform state management of the assessment of occupational skills of laborers, and build a number of occupational skill assessment centers for vocational teachers.

- To build an exam question bank and organize assessment and grant of national occupational skill certificates to laborers.

7. To link vocational training with the labor market and the participation by enterprises

- To build close links between vocational training and the labor market at different levels (national, regional, provincial, district and commune levels) to assure that the vocational training system’s activities conform with the socio-economic development master plan, meet employers’ demands and create jobs.

- Enterprises are mainly responsible for assuring occupational skills for their laborers (organizing training and retraining for their own laborers; coordinating with vocational training institutions in jointly providing training and placing training orders); making contributions to the vocational training support fund; at the same time directly participating in vocational training activities (formulating occupational skill standards, identifying lists of occupations, formulating training curricula, assessing vocational learners’ performance, etc.).

- Enterprises are responsible for providing vocational training institutions with information on employment needs (numbers of laborers to be recruited by occupation and training level, other requirements on physical strength and capabilities, etc.) and regimes for laborers (wage, working environment and conditions, welfare benefits, etc.); as well as feedback information on the level of satisfaction with these institutions’ training “products”.

- Vocational training institutions shall monitor and collect information on vocational learners after graduation.

- Vocational training institutions shall receive information from enterprises and make adjustments to meet the latter’s needs.

- To develop a labor market information system to link training with employment.

8. To raise awareness about vocational training development

- Administrations at all levels shall thoroughly grasp the spirit of the XIthParty Congress’ Resolution on the role and position of vocational training in human resource development in the national strategy and master plan on human resource development for the 2011-2020 period so as to direct the formulation of human resource development master plans of ministries, sectors and localities and their implementation.

- Socio-professional organizations and professional associations shall firmly grasp the Party’s and State’s guidelines and policies on vocational training in the 2011-2020 period, and advocate, counsel and orient their members to implement them, and at the same time contribute to changing public awareness about vocational learning.

- To increase career counseling and orientation activities in schools; to form specialized sections to provide career counseling and orientation for vocational learners.

9. To promote international cooperation on vocational training

- To increase international cooperation on vocational training, and select strategic partners in vocational training which are countries with

successful vocational training development activities in the ASEAN region and Asia (such as Malaysia, Republic of Korea, Japan, etc.), the EU (Germany, the UK, etc.) and North America.

- To cooperate with the ASEAN countries in moving toward mutual occupational skill recognition and the ASEAN Community by 2015.

- To step up scientific research in vocational training, study and application of advanced scientific and technological achievements in order to raise vocational training quality. To actively participate in international vocational training activities.

- To encourage domestic vocational training institutions to expand training cooperation and association with overseas ones.

- To form a favorable legal corridor to attract foreign investors and enterprises to develop high-quality vocational training institutions and cooperate in vocational training in Vietnam.

Article 2.Organization of implementation of the strategy

1. This strategy provides guidelines for the formulation, approval and implementation of vocational training master plans, programs and projects of ministries, sectors and localities.

2. Ministries, sectors and provincial-level People’s Committees shall, in pursuance to this strategy, organize the formulation of vocational training master plans and projects under their respective management; integrate the development objectives, viewpoints and solutions of the strategy into vocational training development master plans and programs and projects; and concretize the strategy into their five-year and annual plans with objectives and solutions closely following the contents of this strategy.

3. The Ministry of Labor, War Invalids and Social Affairs shall

- Assume the prime responsibility for, and coordinate with other ministries, sectors and provincial-level People’s Committees in, concretizing this strategy into five-year and annual plans; formulate target vocational training mechanisms, policies, programs and projects, and submit them to the Government for approval before implementation; develop the national occupational qualification framework and standards and regulations.

- Approve and implement the master plan on the network of vocational training institutions through 2020 (attaching importance to vocational training institutions for ethnic minority people and people with disabilities; and key occupations); and implement the scheme on constructing 40 high-quality vocational training schools.

- Guide, examine and urge ministries, sectors and localities in implementing the strategy.

- Coordinate with the Ministry of Planning and Investment in forecasting human resource demands; coordinate with the Ministry of Education and Training in implementing transferable training and channeling students into vocational training after completing lower secondary education.

- During the implementation of the strategy, coordinate with other ministries, sectors and provincial-level People’s Committees in proposing necessary amendments and supplements to the strategy to the Prime Minister for decision.

- Supervise the implementation of the strategy nationwide and annually report it to the Prime Minister.

- Assume the prime responsibility for, and coordinate with other ministries, sectors and localities in periodically evaluating and reviewing the implementation of the strategy and report it to the Prime Minister.

4. Related ministries and sectors shall, according to their assigned functions and tasks, effectively implement the contents, objectives, tasks and solutions set out in the strategy which are related to their ministries, sectors or localities.

- The Ministry of Planning and Investment shall assume the prime responsibility for, and coordinate with the Ministry of Finance and related ministries and sectors in, mobilizing and balancing resources and arranging investment capital for vocational training development, identifying projects to call for foreign direct investment (FDI) or official development assistance (ODA) for vocational training development; and coordinate with the Ministry of Labor, War Invalids and Social Affairs in forecasting national human resources.

- The Ministry of Finance shall assume the prime responsibility for, and coordinate with the Ministry of Planning and Investment and related ministries and sectors in, arranging funds for vocational training development in accordance with the Law on State Budget, and other funding sources for the effective implementation of the strategy.

- The Ministry of Home Affairs shall assume the prime responsibility for, and coordinate with, related ministries and sectors in, formulating and completing professional titles and standards as well as salary policies and incentives for vocational lecturers and teachers.

- The Ministry of Education and Training shall coordinate with related ministries and sectors in developing career orientation policies in general schools and channeling students into vocational training after completing lower secondary education; and develop a mechanism of transferability between vocational training and other educational levels within the national education system.

5. Provincial-level People’s Committees shall, according to their assigned powers and responsibilities, direct local administrations and sectors in implementing the strategy; integrate the contents of the strategy in local socio-economic development master plans and plans; and periodically report implementation results to the Ministry of Labor, War Invalids and Social Affairs.

Article 3.This Decision takes effect on the date of its signing for promulgation.

Article 4.Ministers, heads of ministerial-level agencies, heads of government-attached agencies, chairpersons of provincial-level People’s Committees and heads of related agencies shall implement this Decision.-

ACTION PROGRAM

TO IMPLEMENT THE VOCATIONAL TRAINING DEVELOPMENT STRATEGY FOR THE 2011-2020 PERIOD
(Issued together with the Prime Minister’s Decision No. 630/QD-TTg of May 29, 2012)

(The action program to implement the vocational training development strategy for the 2011-2020 period consists of two parts with a total of 8 tasks)