The Decision To 201/2001/qd-Ttg Dated: Approving "educational Development Strategy 2001-2010".

Original Language Title: Quyết định 201/2001/QĐ-TTg: Về việc phê duyệt "Chiến lược phát triển giáo dục 2001 - 2010".

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The DECISION of the PRIME MINISTER approving "educational development strategy for 2001-2010".


The PRIME MINISTER pursuant to the law on Government Organization, 30 September 1992;

Pursuant to the law on education in March 1998;

Review sheet of the Minister of education and training, DECIDED: 1. To approve the "education development strategy 2001-2010" attached to this Quyếtđịnh.

Article 2. Assigned to implement the strategy: a) the National Council of education to help the Prime Minister directs the implementation of War lượcphát education 2001-2010.

b) the Ministry of education and training, in collaboration with the Ministry of labor, invalids, and Xãhội, the ministries concerned and the people's committees of provinces and cities the national thuộcTrung organization implementing education development strategy 2001-2010; build and organize the implementation of the five-year education plan and annual phùhợp with the education development strategy and plans of social-economic development; the instructions, inspection, monitoring, implementation and periodical cáoThủ message; preliminary organization of the implementation of the development strategy 2001-2010 giáodục in early 2006 and summarized at the beginning of 2001.

c) Ministry of labour invalids and Xãhội, in collaboration with The Giáodục and training, the ministries concerned and the local building and vocational training development plan hiệnkế fit dục2001 development strategy-2010; build student support policies, students of diệnchính books.

d) Ministry of planning and investment and the local cácngành direction take the development plan for education and training lựcvào plan of local and industry; hosted, in cooperation with the Ministry of finance, the Ministry of education and training command độngcác and foreign funding for the development of education; host, phốihợp with the ministries held information about human needs and biếnđộng of the labor market.

e) Ministry of finance, vớiBộ planning and coordination of investment, the Ministry of education and training, Ministry of labor, invalids and Xãhội determine the rate of annual budget spent on education, ensure the hiệnChiến educational development 2001-2010; perfecting vàchế financial policies financial management level in the field of education to use effectively financial cácnguồn investment for education; build the self-reliance policy chínhtrong the financial institution, the financial policy of encouraging cohesion dig tạovới scientific research and application, encourage the economic component-xãhội investment for education.

g) Organizing Committee-phốihợp Government officials with the Ministry of education and training, Ministry of labor, invalids and Xãhội implement the administrative reform in the education sector determine the payroll, the xâydựng regime, the policy for the education sector, for the collective, individuals involved in social education.

h) Ministry of science, technology and environment, in collaboration with the Ministry of education and training and the ministries, local development, policy and planning using potential in củangành education in science-technology research and application, protection of the environment; the host made the incorporation of scientific research activities – côngnghệ between academics with the universities, colleges.

I) the ministries according to the functions and tasks of the Organization, the Steering lượcphát war education 2001-2010 within the jurisdiction; in collaboration with the Ministry of education and training and other ministries to implement the task of developing education on offense vitoàn.

k) Provincial Committee, central cities is responsible for local education pháttriển jurisdiction; building and cáckế plan steering education 5 years and annual fit dục2001-education development strategy 2010 and the economic development plans of local society in the cùngthời period.

Article 3 this decision has effect from the date of signing.

4. Ministers, heads The quanngang, government agency heads, the President of the people's Committee of the cáctỉnh, the central cities, the national Giáodục Council member is responsible for the implementation of this decision.


EDUCATION DEVELOPMENT STRATEGY 2001-2010 (attached to decision No 201/2001/QD-TTg dated December 28, 2001 of the Prime Minister).

OPENING Đạihội IX of the Communist Party of Vietnam đãkhẳng the General target of the strategy of socio-economic development 2001-2010 is: "Bringing our country out of the underdeveloped status, improve the rõrệt of material life, the culture, the spirit of the people, created the Foundation to go to năm2020 our country basically become an industrialized countries in đạihóa". "The path of industrialization and modernization of our country should and can shorten the time than go ahead, just had the sequential steps, skipping steps vừacó deterioration...".

Đểđạt are the goals mentioned above, education and science and technology have a role quyếtđịnh, educational development needs is very pressing.

Saugần 15 years of renovation, Vietnam has gained educational achievements nhưngcòn important weaknesses, inadequacies. Educational development strategy for 2001-2010 xácđịnh goals, solutions and walked under the motto chuẩnhóa, diversification, modernization, socialization, constructing a practical education and excellent results, create a strong step forward for the quality education of our country sớmtiến up the developed countries in the region enhance recreation, training lựcvà fostering talents, contribute to the effective implementation of the objectives of the social-economic lượcphát 2001-2010.

1. TÌNHHÌNH EDUCATION VIETNAM TODAY 1.1. Achievements: walk in 21st century education in Vietnam has spent 15 years and obtained important results of nhữngthành expansion, diversification of the forms of vànâng education level for the school facility. AFP levels are enhanced. Lượnggiáo quality education has the first step.

a) A national education system is relatively complete, consistent and varied hóađã is formed with a full level and level of training from preschool đếnsau University. The network of schools to be built all over on toànquốc. The province and many mountainous districts have school and sold for the minority ethnic emcác. The schools, vocational development centre layer under nhiềuhình, short-term vocational training classes to thrive. The University and founded caođẳng ởhầu khudân large residence of most of the country, the region, the local. The technical nature of the trườngđược upgrade, improve. The number of grade school was built according to the new standard of giangày of the increase.

Hệthống education has initially been diversified both in terms of type, method of vànguồn force ... gradually integrate with the general trend of world education. From mộthệ only public schools system and is mainly regular type to the nayđã in addition, there are various types of irregular, there is the trườngmở, have remote training method, the method of linking training with foreign countries. Implementation mode of tuition fees with most of the level and the level of training sauphổ. Percentage of students, students outside the set in total students, increasing sinhviên, in the academic year 2000-2001 accounted for 66% of the children of the kindergarten, more than 50% of the kindergarten students, over 34% of high school students, more than 11% of the sinhviên University.

b) increased education scale, initially to meet the needs of society. Nămhọc 2000-2001 has nearly 18 million school students, vocational school students 820,000 (130,000 long-term apprenticeships), 1 million college students, University. Number of students on the great wall of population reached 118, exceeding the target for the year 2000 that the Central Lock 2 resolution VIII. The training scale nghềtừ 1997 to 2000 increased 1.8 times.

Japan Air self-defense force trained workers according to the different levels and types of chiếm20% of the total number of workers in the country, reaching the target orientation of the Central Lock ương2 resolution VIII.

c) social justice in education on the basis of guaranteed basic education in the ethnic minority region hadthe Gossamer books at positive transformation, founded near 250 ethnic schools and boarding schools hơn100. The country has completed the work to remove illiteracy, universal dụctiểu universal and University high school. Nearly 94% of population from 15 tuổitrở up literate; number of years in school at an average 7.3. Our country has basically reached the đượcsự men and women equality in education establishments.

d) social work education chemistry has brought results initially. Hộitham Township, forces his increasingly active in mobilizing youth to school construction, sởvật nature of schools, open market investment, contribution funding for education of dướinhiều in different forms. The proportion of the funds contributed in the social tổngkinh increasing education costs, of about 25% in 2000.

e) quality education has moved on some variables: the level of understanding, knowledge of new approach nănglực a division of students, students are improving; secondary education specializing in achieving high levels of the region and the world, the number of students reaching national and international competitions in a number of subjects on the increase. East of university graduates, aspiring College founded, established career and independent, pro-active. The quality of the training of a number of basic sciences and science and nghệđã are advanced a step. Higher education has gradually risen, đượcmột training a team of officials from the Bachelor of engineering science, the masters until tiếnsĩ, were and are the work and important contributions in the most economic, social lĩnhvực.

Nhờnhững achievement of education and other social sectors to which the triểncon index (HDI) of our country according to the type of the Liênhiệp development program (UNDP) of 10 years considerable progress: from 0.456-thứ121 increased 0.682-ranked 101/174 countries. In comparison with indicators of economic development (GDP/person), HDI pass up 19 ranks.

Nguyênnhân of the achievements are due to the great parts people are welcoming students, take care of their children; the majority of teachers dedicated to the profession. The party and the State was very interested and have the proper policies and guidelines đắnphát development education. Implementation of resolutions of the second Conference Board hànhTrung VIIIvà LuậtGiáo enforcement Key Communist Party education, career education has made a positive turnaround in the macro range, the Government has just publicly đạotriển universal secondary education in the country, renewal chapter of the popular sex trìnhgiáo; directing the construction and deployment of the network planning trườngđại school and College of the period 2001-2010; focus on building and strengthening national haiĐại and a number of other key fields; more attention to pháttriển education for the region of remote areas, ethnic minority areas; fix mộtbước the negative phenomena in education. The Government has also focused step by step hoànthiện the system of macro-policies on education, the Steering hiệncác solutions to overcome these weaknesses, inadequacies, adjusting the structure and raising the quality of education caochất.

Đầutư for education from the State budget and other sources increase. Nhànước budget for education has increased from 8% in 1990 to 15% in 2000. More chươngtrình, great project to mobilize diverse resources to developing higher education special làcho opaque, education has been implemented.

Ngànhgiáo exercise had some renovation of educational objectives; to diversify the types of hìnhgiáo and the sources of funding for social mobilization, development education, created the opportunity for many people learning, enhance international cooperation and exchanges. Cácđoàn can the masses, social organizations have developed triểngiáo support activities.

Sựổn political intention, the fruits of economic development, improve the life nhândân of renovation have created conditions more favorable environment as well as development education chogiáo.

1.2. The weak: Mặcdầu achieved the achievements outlined whimper, but in General, the country's education quality, cònyếu imbalance of the structure; the effect of higher education; the parish of dụcchưa to stick closely to the practices; training not yet tied to use; team giáoviên is also weak, lack of infrastructure; the program, curriculum, and phápgiáo slow innovation management; some negative phenomena, lack of kỷcương slowly be overcome.

a) the quality of education is generally still low on the one hand not yet access to the độtiên in the region and the world, on the other hand not yet respond to the ngànhnghề in the society. Students, graduates also limit the ability of creativity tưduy, practice skills, ability to adapt; luậtlao century, the spirit of cooperation and healthy competition yet; the ability to self-lậpnghiệp are limited.

b) effective educational activity not high. The rate of students graduating senior than junior vớinhập level still low, especially in the mountains, in remote areas (academic year 1999-2000 this rate in primary and secondary school xấpxỉ 70%, 78%) high school in. Female trained mobile lệlao still low; many students, students after tốtnghiệp not yet have a job.

c) level structure, the ngànhnghề, the region was overcome a song still imbalance. Direction as well as social psychology is still heavy on undergraduate training, chưachú importance to the right to vocational training levels, especially high level profession. The tăngquy training model in recent years mainly in the University; percentage of students, college student in engineering, technology, secondary professional and vocational cònthấp and increase slowly. The work of forecasting, planning occupational training chưatốt. Students, students of the school have not been fully nghiệpvà profession guide create possibilities independent career.

Cáccơ Department of education, especially higher education and occupational education focuses on the quánhiều of the big city, a large industrial zone. Education in the remote areas, the fellow ethnic comparison is also difficult.

Chưachú importance to the right to formal education formal education, not bênngoài the school, especially for those who are in labor.

d) teacher team lacking in number and generally high quality, yet the đápứng are asked to moderate increase moderate scale quickly to ensure and enhance the quality and efficiency of education. Especially the teaching staff of the universities less frequent access điềukiện, updated knowledge and scientific achievements of the new côngnghệ of the world.

e) facility of the school cònthiếu. Not paying off the class 3 ca; still the class file trenứa leaves in mountainous, remote areas. Thưviện, equipment and teaching and learning was very lacking and outdated.

g) program, curriculum, educational method is slow, slow to modernize. Educational programs also bring economic sustainability, heavy, heavy on examinations; chưachú importance to innovative, practical and vocational competencies; not yet mounted bóchặt closely with the needs of economic development practices-social as well as cầucủa; yet sticking with effective collaboration-vàtriển technology application stubs. Tri force education yet organic combination with phẩmchất education ethics, personality, social responsibility, sense of self-respect ... dântộc. Examination mode also backward. How University enrollment is still heavy and tốnkém.

h) educational management are also less effective. Some negative phenomena, thiếukỷ diamonds in education have yet to be prevented in time. The phenomenon of "educational culture business" such as buying, selling points, with enrollment exceeding the target of wrong thuchi principle, affect the reputation of the school, the teacher's. Hiệntượng fraud in check, examination of the student, the student đếnnhân how bad influence and attitudes of workers later. Drugs and other vices xãhội penetrated into the school.

Nhìnchung, efficient and quality enhanced recreation, training and human resources dưỡngnhân still low, do not meet the needs of the country in the period pháttriển.

Nguyênnhân of these weaknesses, inadequacies firstly due to the subjective element, the độquản education has not kept pace with the growing needs and practices background when kinhtế is moving from centralized planning to market-oriented social chủnghĩa; Yet the good coordination and effective use of the resources of the State and xãhội; slow to innovate both in terms of thinking and management methods; slowly draw out the hướngchiến and proper macro policies to handle the large correlations between quymô, the quality and effectiveness of education. The legal documents on education chưađược issued timely. Educational inspection longer weak and not yet quantâm properly. The problem of the theory of educational development in the period mớichưa was concerned proper research to orient practical activities. The capacity of managers in education levels have not been enhanced attention. Mộtsố managers and teachers to decline about moral qualities.

Quanđiểm "education is the national top list" of the party and the State has not yet fully conscious and đượcnhận really directing the action in a division officer lãnhđạo, management levels. Education is still viewed as ngànhgiáo's own work; not yet created the link, sync coordination between sectors, cáccấp, the social forces and the education sector to develop a career in giáodục; combining school education with family education and ngoàixã education Assembly not properly.

Vềmặt objective, over the years our country education suffered a huge vềnhu pressure growing academic demand due to population and increasing levels of AFP, song laođộng much excess, the ability of employers of the economy are limited, khảnăng investments for education are also limited. The country switched to a trườngvà economy made open door policy are changing the social value scale, phẩmchất of workers. That directly impact to the coherence triểnnhân the way people learn. Education of our country does not yet have effective measures to actively tácđộng to those changes.

Nhữngchậm late in the State administrative reform, innovation management, financial lýkinh employers, salary policy ... is also the nhữngyếu factors hinder effective solving the problems of teaching dụctrong mobilizing general power of the whole society because the broadcasting triểngiáo career education to create a rapid growth to meet the needs of very caocủa the process of industrialization, modernization of the country.

Nướcta poverty, national income per capita is low, vậtchất basis, financial resources, equipment and investment for many educational deprivation, while social cầucủa need for increased education. In that context, despite the weak kémvà above, inadequacies in educational achievements reached in the past year làrất respectable.

2. CONTEXT and TIME, the CHALLENGES FACING the COUNTRY'S EDUCATION in the NEXT DECADE TRONGVÀI 2.1. The international context: a) the revolution of science and technology will continue to evolve with the growth of the tiếnnhảy steps in the 21st century, bringing the world to move from the industrial era to the kỷnguyên information and the development of the knowledge economy, and affect all found out on the field, make quick and profound change the life and tinhthần of society. The gap between the scientific-technological inventions and dụngvào increasingly shrinking practices; the knowledge of mankind on càngđa rich, and rising exponentially.

b) globalization and international economic integration is an objective trend, both the installation shouldn't cooperate to develop both the process of the struggle of the pháttriển countries to protect national interests. The economic competition between Nations more vigorously than the sẽngày requires increasing productivity, improving lượnghàng innovation and technology quickly. The truyềnthông media, telecommunications, Internet network to facilitate exchanges and integration, also vănhóa going stiff struggle to conserve the identity vănhóa paste.

Strong Sựphát of science-technology, dynamic development of economic cácnền, integration and globalization are making short khoảngcách about the level of development between countries become a reality more and more quickly. Science-technology becomes the basic dynamics of the economy-xãhội. Education is the Foundation of the development of science-technology, triểnnguồn of manpower to meet the needs of the modern society and the role of home yếutrong raising ethnic consciousness, sense of responsibility and the capacity of the current system cácthế and tomorrow.

c) educational innovations are taking place on a global scale. Nênnhững the context of profound changes in education, from the conception of quality education, xâydựng personality people learn to how to organize the process and the education system. Nhàtrường closed from turning to the widely open, dialogue with society and gắnbó closely with scientific research-technology and applications; vìchỉ replacement teachers convey knowledge, turning to give the learner the method of thunhận information systems, analytical thinking and synthesis. Chogiáo education investment possible be considered social welfare transferred to investment for development.

Vìvậy, countries, from developing countries to developed countries was đềunhận the role and position of education, must innovate giáodục to be able to respond in a way more dynamic, more efficient, more direct nhữngnhu of the development of the country.

2.2. domestic context: Đạihội IX of the party have continued địnhrằng on the basis of mastering two strategic mission of building socialism vàbảo protect the fatherland; in the period from nayđến the year 2010 take our country out of the underdeveloped status markedly enhanced physical and mental đờisống of the people, creating the Foundation for the 2020 water tacơ a become a modern industrial country. Côngnghiệp roads, the modernization of our country should and can shorten the time over water, just ahead of the miners have the sequential steps, just take the leap.

Đểđi off the front from a least developed country, the role of education and the khoahọc technology as decisive. Education is a step ahead, raising, training and fostering of talents to make thànhcông the objectives of the strategy for socio-economic development.

Ởnước, too trìnhcông industrialization, modernization was carried out in conditions exist at many hìnhthức, many economic sectors, operate according to market mechanisms defined hướngxã Association. Product development making đượcmở labour market, increased learning needs; on the other hand, also changes the conception of giátrị, influenced the selection of industries, motor learning, the school of trongnhà relations and outside society. Freedom of competition do poor-rich fertilizers, do tăngthêm the difference of learning opportunities between the residential class.

Xãhội created the conditions for the development of education, at the same time also requires effective service phảiphục education society; timely adjusted the structure and scale, raising caotrình speed training that meets the diverse needs of practicality, efficiency giáodục, sharp and quick adaptation to fluctuations of demand. Giáodục need the orientation of values, fostering new nhâncách qualities, new capacity and ensure equitable learning opportunities in the ranks of the school and the level of đàotạo for all classes of people.

2.3. The opportunity and challenge: the international and domestic Bốicảnh just created a large opportunity has just put out the challenge to small thứckhông for education of our country. Innovation and development of education is the global scale raở created Vietnam education tốtđể opportunities quickly approaching with the new trends, new knowledge, the basis, the method of organization, modern teaching content and tậndụng the international experience to innovate and grow : the party, State and people increasingly attach importance to the role of education, the more tâmnhiều and requires education to innovate and evolve to meet the needs of large ngàycàng all walks of people to learn and acquire the knowledge, professional kỹnăng, work out the qualities, abilities needed in the chemical kỳcông modernization of the country and international economic integration.

Giáodục our country must overcome not only the challenge of education the trinkets that both the challenges of education in the world. One side is engraved phụcnhững weak inadequacies, grow strong to narrow the gap with the advanced nềngiáo also are innovating and growing. On the other hand, must overcome the sựmất balance between fast-growing scale requirements and limited resources giữayêu fast scale and development requires rushing to improve quality; giữayêu just created bridge is changing the Basic, comprehensive, just keep the tươngđối stability of the educational system.

Thựctiễn conversion mechanism and economic development requires education to reach vàthích with new mechanism, must always grow and one step ahead of the sựphát of society. Our nation has a tradition of patriotism, industriousness, welcoming learning capability, knowledge and apply new skills. Cầnphát the advantages that to overcome the challenge, the opportunity of building dựngmột advanced modern education, towards a learning society, in order to meet requirements of human resource training ứngnhu, enhancing the comprehensive qualities of the Vietnamese people in the new era, promote social progress.

3. The DIRECTION of DEVELOPMENT Hiếnpháp EDUCATION of the Socialist Republic of Vietnam (1992), the law on education (1998), a political Báocáo at the IX củaĐảng (2001) and the strategy for socio-economic development 2001-2010 has just rõnhững the perspective direction of development education in our country. That is: 3.1. Education is the national top list. Educational development is nềntảng, high quality human resources is one of the important Dynamics thúcđẩy the industrial modernization, is the basic element for development xãhội, fast economic growth and sustainability.

3.2. building the people's education background, ethnicity, science, modern, socialist-oriented, taking Marxism-Le nin and Ho Chi Minh thought as the basis.

Thựchiện social justice in education, create equal opportunities for everyone are họchành. The State and social mechanisms, the policy of helping the poor learning, encouraging students who develop talent.

Giáodục human comprehensive development, Vietnam has the knowledge, ethics, health, vàthẩm of America, developing the capacity of individuals, cókỹ workers training professional, dynamic, creative, loyal to the ideals of independence and socialism, dântộc, has risen up the fuselage, business conscious, côngdân, contribute to the population of wealthy powerful countries, social justice, democracy, civilization, serve the building and protect the nation.

3.3. Development of education must be tied to the needs of socio-economic development, the advancement of science-technology, consolidating national defense, security, ensure the rational about cấutrình degrees, industry structure, regional structure; expanding on the base make sure the bảochất and efficiency; combine training and use. Make lýhọc paired with raw onions, education combined with production labor, reasoning attached liềnvới practices, school education combined with family education and xãhội education.

3.4. Education is the cause of the party, the State and of the entire population. Building learning society, the tạođiều event for everyone, in the age of mọilứa, all levels are educated often, lifelong learning. The State holds the dominant vaitrò in the career development of education. Promoting socialized; khuyếnkhích, mobilizing and facilitating the whole society participates in educational development.

Tưtưởng direction of education development strategy in the period 2001-2010 the dress any status làkhắc in various areas; continue to innovate in a way cóhệ and synchronization; create the base to enhance the quality and efficient pronounced giáodục; effectively serve the industrial, modernized, zhenxing country, put the country's fast and sustainable development, the same role pháttriển countries match rapidly in the region and the world.

4. MỤCTIÊU EDUCATIONAL DEVELOPMENT to 2010 4.1. General: Chiếnlược socio-economic development 2001-2010 has stated: to meet requirements for index and human resources is the decisive factor in the development of the country during thờikỳ industrialization, modernization, the need to create a comprehensive and fundamental transformation vềgiáo. Therefore, the objective of the education development strategy 2001-2010 are: a) Created the basic movements of the quality education in the direction of approaching the world's advanced level vớitrình accordance with Vietnam practices, serves thiếtthực for the social-economic development of the country; of each region, each địaphương; toward a learning society. Strive for education tathoát water from the lag on a number of areas compared to the triểntrong area.

b) priority to enhance the quality of human đàotạo, especially human attention science-advanced technology, management, business and skilled technical workers directly gópphần enhance the competitiveness of the economy, speeding up the implementation of middle school phổcập.

c) innovation goals, content, methods, educational program the level họcvà level of training; teacher development team meet the requirements has just increased quymô, just improving the quality, efficiency and innovation of teaching-learning methods; mớiquản change management education created the legal basis and promote educational growth Cabinet.

4.2. The objective of developing the academic ranks, levels and types of education hìnhgiáo: Đồngthời with the enhanced quality and efficiency, continued expansion cáccấp learned and level of training, in accordance with the structure ngànhnghề structure, levels, regional structure of human resources. Raise the rate of trained workers in cáctrình degrees in 2010 reached 40%, of which from college high school, chuyênnghiệp 6% 8%, 26% of technical workers. Implement universal junior secondary in the country.

Thựchiện social justice in education and create better learning opportunities hơncho the people, especially in the region more difficult.

a) preschool education: improving education quality care before age 6, tạocơ to the comprehensive development of the child physically, emotionally, intellectually, aesthetically; mởrộng the system of kindergartens and kindergarten schools on all population, especially the rural biệtở and khókhăn regions; enhance knowledge dissemination activities and child rearing consulting family chocác.

Đếnnăm 2010 most children are cared for, educated by the form thíchhợp.

Tăngtỷ rate of children below 3 years to kindergarten from 12% in 2000 to 15% in 2005 and 18% in 2010. For children 3-5 years rate increases to school, kindergarten from 50% in 2000lên 58% in 2005 and 67% in 2010; children own 5 years increased the rate of huyđộng to the preschool to prepare 1 from 81 percent in 2000 to 85% in 2005 và95% in 2010. Reduce the rate of malnutrition of children in institutions non dụcmầm down below 20% in 2005, below 15% in 2010.

b) general education: implement comprehensive education about Germany, knowledgeable, able, United States of America. Cấphọc offers basic common issues, system and career; the độcác approach developed in the area. Build the right learning attitude, phươngpháp active learning, positive, creative; happy ham, ham, nănglực self study, ability to apply knowledge to life.

Tiểuhọc: the development of the natural characteristics of the child, conceived in the student kindly informed vànhững in Germany, the first basic skills to create excitement in learning and learning well. Consolidate and improve the results of universal primary education in the country.

Tăngtỷ mobilization ratio of students to school age from 95% in 2000 to 97% năm2005 and 99% in 2010.

Trunghọc Base: give students universal capital base and the understanding of the vocational and technical banđầu to make Threading after high school, so students continue to study or go into labor life.

Universal Đạtchuẩn high school in cácthành Street, economic development zone municipality in 2005, in the country in 2010. Increase the percentage of middle school students in age from 74% in 2000 to 80% in 2005 and 90% in 2010.

Trunghọc: the programme aims to ensure logical Division for learning sinhcó learning Mandarin, basic according to a uniform standard, at the same time created the kiệncho thing to promote the capacity of each student, help students with vềkỹ insights, career-focused to create favorable conditions for the luồngsau high school , to students on the life or career saukhi graduate school.

Tăngtỷ student in the age on high schools from 38% in 2000 to 45% in 2005 and 50% by 2010.

c) career education: special interest to improve the quality of vocational vớinâng mounting awareness of labor discipline and style of modern labor. Add tạovới training needs, with employment in the process of economic restructuring, the labour structure, meet the needs of industrial zones, export processing zones, the vựcnông countryside, spearhead economic sectors and Labor export. Expand training of technical staff, professional staff have the knowledge and professional skills in the cấpdựa on the middle school academic background.

Hìnhthành technical training system practice to meet the needs of socio-economic development, which focuses on short term vocational training development and training côngnhân technical, technician, professional staff highly qualified based on nềnhọc high school Advisor or professional school. Chuyênnghiệp: high school attracts students in the age on the specialized high school nghiệpđạt 10% in 2005 to 15% in 2010.

Dạynghề: attracting students after high school attended the vocational school from 6% in 2000 to 10% in 2005 to 15% in 2010.

Master Dạynghề: attracting students after high school, chuyênnghiệp high school to learn this program reached 5% in 2005, 10% in 2010.

d) College of education, University and postgraduate: meet the needs of high-trìnhđộ human resources consistent with socio-economic structure of the period of industrialization and modernization, hiệnđại, enhance competitiveness and equality trongquá process of international economic integration. Create favorable conditions to expand higher education dụcsau secondary school through the diversification of training programs on the basis of xâydựng a system consistent with the structure of the level, the structure of industries, cơcấu region of human resources and the capacity of training establishments. Enhance nănglực to adapt to jobs in society, self-employment capacity leaf growing areas for themselves.

Nângtỷ student over a thousand people from 118 2000/2001 academic year 200 up to 2010. Scale master train from 11,727 2000 trainees up to 38,000, a research student from 3,870 in 2000 to 15,000 by 2010.

e) irregular education: non-formal education development as a hìnhthức to mobilize the potential of the community to build the learning society, creating the opportunity to really facilitate things who, at all levels, all ages, can mọinơi lifelong learning, consistent with the circumstances and conditions of each cánhân , improve quality and recreation resources.

Củngcố and improving literacy outcomes for adults, particularly in mountain areas, remote areas. Implement effectively the following program literacy supplement on the primary implementing section đểgóp universal secondary education by 2010; and create conditions to make universal high school in the next year.

Tạocơ society for the labor crowd continued learning is training again, o đượcbồi short, periodic and regular according to the educational program, the cácchương professional skills match the needs of advanced laođộng productivity, increase income or career transition. Focus on developing the standardized chươngtrình teachers, leaders, managers, public officials home nướctừ central to the local level.

g) educating children with disabilities: opportunities for disabled children are studying in one of the type of the class hòanhập, sale or inclusion, reaching 50% in 2005 and 70% in 2010.

5. CÁCGIẢI FRANCE Đểđạt EDUCATION DEVELOPMENT is the objective, it is necessary to focus on the implementation of large Solutions Group 7:1) innovation goals, content, educational program; 2) nhàgiáo team development, innovative educational methods; 3) innovation management opaque; 4) Next tụchoàn adjust the structure of the national education system and the development of the network of educational establishments lớpvà school; 5) strengthen financial resources, the base material for giáodục; 6) pushing socialized education; 7) promote international cooperation on education. In particular, innovative educational programs, develop teacher team is French cácgiải the focus; innovation management education is the breakthrough.

5.1. Innovation goals, content, education programs: Mụctiêu, content, program was standardized towards innovation, modernization, access to the advanced level of the region and the world; at the same time, like the ứngvới of human resource needs for the socio-economic sector of the country, regional and local củatừng; implementation of the principle of learning coupled with onions, dụckết education with production workers, reasoning associated with practices, education Home trườngkết with family education and social education. Educational emphasis can behindthe fostering learners ' character. Modernizing teaching equipment and study, laboratory, practice facility. Quickly apply the tinvào technology education to innovate education method and management.

a) general education: enhancing the comprehensive quality of education; perform load reduction, have reasonable sized program structure to ensure standard of universal knowledge, cơbản, has created the conditions to develop the capacity of each of the students, improving the nănglực thinking, skill practice, increase practical knowledge, social and human khoahọc; complements the achievements of science and technology with the ability to acquire đạiphù of students and reach the level of education in the developed countries phổthông in khuvực; full attention to quality education, ethics, citizenship, health and aesthetic dụcsức education for students. The minority is facilitated đểhọc exercises and mastering Mandarin, simultaneously held củadân own writing school.

Chútrọng equipped and advanced Informatics, knowledge of foreign languages to students. Ngoạingữ scale in teaching class 6; the students are stable and continuous learning at least mộtngoại to high school can be used. Cậpkiến spectrum knowledge computing facilities in the school, particularly focused on the ability to access the cậpvà network information processing.

Thựchiện program and use new textbooks in the first grade of primary school and early high school class.

Cơsở from the academic year 2002-2003, the first high school class from the school year 2004-2005. the 2006-2007 academic year To complete the program, educational mớitrong education.

b) career education: building and issued a list of trades training, standardized mớivà change the content, the training program towards flexible, advanced practice kỹnăng, self-employment capacity, capacity to adapt to the rapid đổinhanh of technology and business practice, mounted tightly vớiviệc to do in society , with the level of training.

Close Kếthợp the training of basic skills and knowledge in the field to dig tạokỹ jobs in manufacturing, business. Mobilized experts, Elliot at the production facilities, business building program, nộidung, teach and evaluate training results.

Xâydựng content, higher vocational training towards access to advanced trìnhđộ in the region and the world, the priority technology areas: information, biology, new materials, machine building, automation and some ngànhphục service for agriculture and rural development.

c) higher education, College and graduate school: conduct robust innovation training chươngtrình in the direction of diversification, standardization and modernization, facilitated đểmau quickly absorb selectively these training programs of the water pháttriển on the natural sciences, engineering and technology ..., in accordance with the requirements of the water củađất serving for the development of economy and society in General, củatừng sectors, each sector, each region, each locality in particular.

Cácđại national key universities, the training sector in cáclĩnh areas spearheaded by science-technology is at the forefront of the innovation mụctiêu, content, programs and educational methods.

Transitional programs Thiếtkế, multi-stage programs and apply the quytrình flexible training in order to increase the chance to attend college for everyone, especially for nhữngngười in rural, mountainous, remote areas.

Banhành frame program for the University in the academic year 2001-2002 and for digging tạothạc in the academic year 2002-2003.

Đổimới examination modes, modes of recruitment, construction methods, processes and hệthống reviews of quality training, quality of faculty, student quality viênmột objective, accurate; see this is a basic measure to remedy tínhchất to deal with the examination of the present education system, promote the healthy hóaquá the education not only at the trìnhđộ University College, which both at the educational level. Particularly tâmđổi new methods of training in the pedagogical field, the first of two key Pedagogical University trườngđại in Ho Chi Minh City and local charities, creating favorable conditions for the renewal of phươngpháp phổthông school ởcác teaching and learning.

Phấnđấu ensure the schools are good, the library is regularly updated, contains đủgiáo, the reference for students and for faculty. Hóatrang modern teaching and learning equipment, lab, practice facility.

Theonhu bridge, the University could organize direct teaching by nướcngoài for some subjects. Ensure the student after graduation tốtmáy use computers to collect and process information, a foreign language to work and giaotiếp, the capacity of international integration.

5.2. Develop teacher team, innovating the method of education: teacher staff Pháttriển sure enough in number, reasonable structure and standard of vềchất energy demand has just increased the scale and quality enhanced medium quảgiáo.

Đổimới and modernized education methods. Switch from the conveying tri thứcthụ, Master Instructor, guide to the records of active thinking learner trongquá process of knowledge approach; teach students the method of self-study, self nhậnthông a systematic information collection and analytical thinking, General; đượcnăng development of each individual; strengthen the initiative, autonomy of the students, sinhviên in the learning process, activities in the school and join the giacác social activities.

Đổimới the training and fostering of teachers, trainers, focus rènluyện, preserving and enhancing teacher's moral qualities.

a) preschool teachers: pre-school teacher training to meet the needs of teachers for preschool education cáccơ public and also public, progress to standardize ngũgiáo nursery team. Policy formulation for preschool teachers, particularly in rural Park, làgiáo mountain, in the remote areas.

b) schoolteacher: adjust the structure of gynostemma pentaphyllum common staff team, increasing the cườnggiáo staff graphic music, sport, dietary, nghiệpvà oriented vocational teachers to diversify the learning and performance of students in the next academic session 2/trìnhtiến day. Raising gradually the proportion qualified primary school teacher caođẳng. Striving to 2005 all middle school teachers have caođẳng level and above, in which the head teacher, Deputy of the Department have university degrees. Raise the rate of college teachers have master's level up 10% of the vàonăm 2010. Special attention to the construction of teaching staff for the mountain cáctỉnh, the remote areas, for the ethnic minorities. Viênđược education often attend refresher classes for advanced level.

c) teachers of vocational schools and vocational training and dưỡngđội teaching staff of vocational schools and secondary bổsung teachers, standards for some of the new fields, make dưỡngchuyên claims expertise in rotation over a period of 5 years/times. Raise the rate of middle họcchuyên teachers have postgraduate qualifications up to 10% in 2010. Ngũgiáo team members visiting development including technical workers, professional staff trìnhđộ high in the business, the Faculty of the University, đẳngvà high technology research institutions.

d) University lecturer, College: emergency training, Supplement and enhance the teaching staff độđội University, College for a student/faculty ratio reduction viêntrung the average is too high at present (30) down to about 20, including 10-15 miners for the natural sciences, engineering and technology 20-25, for the social and human ngànhkhoa, the economic sector, on the other hand, the triểngiáo education of the coming years. Increase the target training master, Dr. bổsung high level manpower for the universities and colleges. Increase the rate of giảngviên University Master's level up to 40%, the doctoral level up 25% in 2010. Attach importance to the training of highly qualified female teachers. Trainers are created điềukiện to access to knowledge and the scientific achievements-new technology of..

Alternatively the students additional weii teacher resources for universities, caođẳng and continue to train in and outside the country. Priority submit College faculty, College bồidưỡng, trainings abroad by budget nướcvà other funding sources. Invite and create favorable conditions for the khoahọc-qualified high technology, have practical experience working at the cácviện research, management agencies, enterprises and overseas Vietnamese scientists engaged in teaching in universities and colleges.

e) improve labour norms, the working mode, policy regimes for nhàgiáo: Each country to build pay according to the number and quality of teaching. Implementation of the policy of incentives for teachers, educational managers ởcác the socio-economic difficulties, education đặcbiệt objects. The State has preferential policy regime for wages for teachers. Expansion interface to recruit teachers, faculty members under long-term contract mode.

g) strengthening training and innovation of the training program of the sưphạm school and the Faculty of pedagogy: the pedagogical faculties established, the đàotạo Center, teacher training in a number of other colleges and universities. Said screens ... build 2 key Pedagogical University teacher training cóchất medium-high volume, medium educational science research reach the advanced level. Priority ngườidân teacher training and teacher known for the ethnic educational institutions in the region have many of the cácdân ethnic minority.

5.3. Innovation management education: Đổimới on basic thinking and method of management education in the direction of hiệulực advanced state management, strong divisions to promote initiative and self-chịutrách of the local mission, of the institution, a cóhiệu result of pressing issues , prevent and push back the negative phenomena hiệnnay.

a) enhance the effect of the Government's focused direction in implementing war lượcgiáo. Innovative functions and modes of operation of Giáodục National Council chaired by the Prime Minister in the direction of helping the Prime Minister directs the implementation of the education development Chiếnlược.

National education Hộiđồng have divisions, mobilized numerous science cácnhà forces, educational, socio-economic activities ... in the prestigious different lĩnhvực involved in the building process, the evaluation of the chínhsách advocates, planned development, quality assessment, effective educational activity dụcvà strategic progress.

b) innovation mechanism and mode of education management towards decentralized a hợplý way to liberate and develop the potential of strong, creative, computer độngvà responsibility of every level and every institution, solve a cáchcó effect the inadequacies of the system in the process of developing tools thểlà : the Department of education and training with the Ministry of labor, invalids and Xãhội implement state management functions as assigned by the Government, said screens ... doing well three main tasks: strategy, planning and development of education hoạchphát; build the policy mechanisms and the regulation of content management vàchất weight training; test and inspection. Special attention to the work of thanhtra education and ensure the quality of education through the Organization and only đạohệ quality control system; building management coordination mechanisms between the school, the family and society, the mounting mechanism of the education-training with science and technology research and applications across organizational forms, links, great micro môvà policies.

Quality (1.57 in) planning; proceed to vàtăng CUONG regular forecasts provide information on the human needs of society for the industry, cáccấp, the institution to regulate the industry structure, scale and đàotạo levels to suit the needs of use.

Thựchiện strong management hierarchy for the ministries, localities, quyềnquản of the Organization, and financial officer for the Agency for local education management. Improve the management rules of operation of the type of school. Over the chủđộng higher for universities and colleges to facilitate the dynamic, creative trườngchủ in the effective implementation of the objectives of education, đồngthời must also take responsibility for the society and the people.

Thựchiện administrative reform in education and innovation lýgiáo administration method. Institutionalize the role, functions, duties, powers, responsible for manage my education levels; enact and implement the legal vềgiáo.

c) build and implement standardized management staff education. Training and regular staff bồidưỡng management education the level of knowledge, kỹnăng management and exercise moral qualities; at the same time adjust, arrange lạicán the new request match the abilities and qualities of each person.

Sửdụng means, appropriate technical equipment to improve the efficiency of the management of côngtác. Construction of management information system of education, exploitation nguồnthông international news about education support the assessment of the situation and a decision.

Tiếptục build and develop arguments about Vietnam education oriented to hộichủ Township; additional research, improve the way, advocates, sáchgiáo primary education of the party and State, innovation management and content, giáodục methods, knowledge dissemination of science knowledge in social education. Usually xuyênđánh reviews the impact of policy and guidelines, the giáodục solution.

d) strengthening the leadership of the Democratic Party for education. Party committees at all levels from the local leaders regularly ươngđến and check the implementation of the policy, education policy, particularly social work education, the work of political thought, giáodục, Groove construction, discipline; considers the development and nângcao the quality of education is a norm to strive to build a clean party, strong. Developing, strengthening Party building and strengthening party organizations to become nuclear thựcsự leader in the school.

5.4. Continue to complete the structure of national education systems and school network pháttriển, class, educational establishments: Hoànthiện structure of the national education system in the direction of diversification, standardization, liênthông link from general education, professional education to the College, University and graduate. The UK segment middle school and luồngsau high school.

Pháttriển school network, class, educational establishments towards overcoming the structural lývề any level, industry and regional structure, tied the school with society, associated with scientific research, training and application. The priority of developing the technical, trườngcao technology development priorities of the institutions in the ethnic minority regions, remote areas vùngsâu.

a) restructure the educational system đápứng the needs of the country in the period of industrialization, modernization, selective tiếpthu the organizational experience of advanced education system on. fit Vietnam conditions. Restructuring the training level according to international standards. Improve education, enrollment renewal, diversify training methods, building the vềliên standards, the transition between school rank, level of training, between the sởđào create and implement other solutions support the adjustment of the structure of thốnggiáo system.

b) Open more mầmnon education institutions, especially in rural and khókhăn areas. Encourage the development of kindergartens in addition to public, the mầmnon field in the production-trading unit.

c) developed a wide network of schools across the country. The construction of local communes, wards or trênmỗi in nơithưa population of the communes, wards and at least one cluster primary schools and 1 middle school cơsở national standard. Each province to build at least a score of thôngtrọng high school. Consolidate and expand the ethnic boarding schools. Kếtcác secondary school associated with the General Engineering Center, hướngnghiệp, vocational training establishments in the area to increase the amount of time the activity of the student in which the trongquá proceed to learn and works all day at school.

d) made ởcấp phổthông High School Division on the basis of ensuring the standard of the common knowledge, basic, comprehensive and hướngnghiệp for all students, advanced content in some subjects to develop the capacity to meet the student's nguyệnvọng. Finishing the model high school specialized in the local or in the University to claim dưỡnghọc gifted students in the fields of science, literature, art, sports, thểdục. Pilot studies and gradually formed the Middle informationhigh industrial engineering or agricultural, forestry, fishery and services hợpvới social-economic characteristics of each region.

e) consolidate and expand vocational establishments, especially the base mounted with bàndân homeless, according to the trades and training consistent with the local labour needs. 2005 mỗitỉnh (City) has at least one local school, each district (district) there is a vocational training center, training and consultancy work. Đàotạo development in mentoring, business, trades at vocational training, tưnhân villages. Strengthen the long-term vocational training schools; strive to build 25 key career đàotạo school in 2005, 39 schools in 2010. Construction hoạchmạng professional secondary schools nets.

g) implemented the planning network of universities, colleges. Said screens ... development and construction of key universities including: University of quốcgia Hanoi, Vietnam National University, Ho Chi Minh City, 2 University of phạmtrọng points and a number of other key fields. On-demand development will nghiêncứu established several new universities match the planning when there is full cácđiều event. Complete Community College models are the pilot and pháttriển this field type in cácđịa method when eligible.

Xâydựng universities and colleges into the medium-sized Training Center for nghiêncứu science, technology transfer and application.

The Xâydựng Institute, the Centre, Department of scientific research, network technology in the University. Take a sốviện scientific research, is the Basic Science Research Institute vàocác University.

Chủđộng research to find the form, the mechanism of the organic combination between training, research and practical application, take effective practical application as đểđịnh and mounted training with research, making the training vànghiên studies adapt to market mechanism, directly contributing to the increase of goods sứccạnh Vietnam.

h) consolidate and expand the base of regular education as the Education Center as often, community education centre, the University continued to meet the needs of regular study of people, of all ages and levels.

Open University (1.57 in) for 2 vehicles, equipment, materials for extended distance education hìnhthức.

5.5. Strengthening financial resources, physical facilities for education: Tăngđầu investment from the State budget, to mobilize all resources in society to triểngiáo; innovation of financial management mechanisms. Standardize and modernize equipment, trườngsở teaching, learning and research.

a) State budget is funded primarily by education. Tiênđầu priority State education in correlated with the other sectors.

Nângtỷ rules for education in the State budget from 15% in 2000 to at least 18% in 2005 and 20% in 2010; enlist financing loans with preferential interest rates chogiáo education from the World Bank (WB), the Asian Development Bank (ADB), the international organization vàcác the water.

Ngânsách the State focus more for universal education, nôngthôn region, mountainous, high level training, for those hard to attract top tưngoài State budget. There are chínhsách to ensure the learning conditions for children to people and an cơhội, policy learning for children of poor families. In the 2001-2005 period, the country spent nămNhà funding from the budget and other sources used to take 400-500cán Ministry of science went in training, fostered in the country with science and technology.

Huyđộng other financial sources, good mix of sources of capital in and out of nướcvà the contribution of civil society for the development of education.

b) renewing financial management mechanism in the direction parallel to the chủđộng financial empowerment to take public financing mode and mode check out toánnhằm increase effective use of financial resources for investment in education. Thiệncơ complete processing, credit policy for education.

c) locally specific plans to build more schools to accelerate độphổ education school, increasing the number of students in secondary school and all day at the unAmerican activities up to 70%, raising the proportion of schools built national theochuẩn up to 50% in 2010. Of special interest to build market kiêncố, semi-permanent for commonly occurring natural disasters.

Thựchiện incentive mode of land use, loan incentives to invest in the construction of cơsở education.

d) strengthening and modernization of the equipment in service innovation program, nộidung, educational methods. Striving to 2010 with 60% và100% schools, colleges, universities are connected to the Internet. Open ports on Internet connection users tiếpcho the University System.

e) school library building. By 2010 all schools provide school library cóthư. Building the electronic library system connection between the trườngđại in each region advance to the connection with the library in the quốcgia range, the region and internationally.

g) to build some national laboratory in the National University, the academic sector, the key trườngđại. Construction of the experimental base on technology in some colleges.

5.6. Promoting socialized education: Khuyếnkhích, mobilizing and facilitating the whole society participates in educational development. Creating opportunities for all, in the age of mọilứa, all levels are educated often, lifelong learning; proceed to a hộihọc file.

a complete theoretical base), practices, policies and mechanisms for the solution of hộihóa Township, in education, in order to create high consensus in society about the perception and the chứcthực; supplement and perfect the legal text, the macro chínhsách strongly encouraged the social-economic organization, the first tưcho personal development education; facilitating the development of advanced medium medium lượngđào quality of the school system, in addition to public, the formal education ngoàinhà school and the community education center.

b) developed the public outside schools. Transfer some public schools into public trườngngoài when eligible. Consolidate and improve the quality of education lượnggiáo the public outside schools. Raising the percentage of students learning trades (short and long-term hạnvà) in addition to the public in 2010 to around 70%, the rate of ngoàicông students up to the year 2010, up about 30%. The school also accredited tiênthuê priority land and credit loans to build the school. The school, teachers and students, sinhviên the public outside schools are equally as the public schools. Complete thiệnvà issued the policy engine supports the addition to public school.

c) extend the school promotion Foundation, a support quỹbảo education, encourage individual and collective educational development investment; innovation mode of University fees, public, and beyond cônglập towards ensuring adequate quality of the educational services that trườngcó can provide consistent with the ability of the learner, and chocác policy exemptions, families and the poor.

d) expand and enhance the school's quanhệ relationship with local branches, agencies, units, enterprises, the social-economic organization cáctổ ... create conditions so that society can contribute to build the physical cơsở, contributing comments for school development planning, tuning the body cấungành the profession, the level of training , support for learners and graduation nhậnngười, monitoring the activities of education and creation of the environment healthy giáodục.

e) school building really became a cultural centre, dụclành education environment strong, comprehensive education about Germany, knowledgeable, able, United States of America. Traditional "studying moral importance" stated high qualities of teachers, the tácgiáo political thought education, striving to the teachers really are the nhàgiáo exemplary in all aspects, is the shining example for students, students follow. Doing well the work of the party, the Youth Union, the Association of students-students in the school, the decision to exclude the social ills, the negative in teaching and learning.

g) awareness, strengthening the leadership of Party committees at all levels, the củaHội monitoring Council of the people, the people's Committee of management levels; promote củacác role unions, women, youth, the young pioneers, the students-students, parents of students, Encourage School Association and the unions, other social organizations in mobilizing social resources development sựnghiệp education.

5.7. promote international cooperation on education: encourage expansion and đẩymạnh the cooperation on training, research with the school, the prestigious scientific research quannghiên and high quality in the world awarded đổinhững good experience, in accordance with the conditions of Vietnam and thicken lựcphát education.

a) mobilization of resources from international cooperation to enhance the equipment, building material and cơsở for primary education, especially in the area of socio-economic conditions difficult.

b) Increase the number of project aid, loans to laborers training techniques meet ứngcác requirements for labor restructuring and Labor export.

c) collaboration build investments contain some high-tech Center in the tạođại school campus; Enter the device advanced science experiments to improve the effectiveness of củacông training and scientific research.

d) development cooperation projects in the field of scientific research, educational research and nóichung in particular of university training facility, the library, the cáctrung Center for research on education; the exchange of information, the Organization of the International Conference, hộithảo, active participation of agencies in the Union of hiệpquốc, held the French operators, organizations in the Asia-Pacific region, the Asia-Europe Organization and other organizations.

e) encouraged the foreign investor with experience, potential, advanced level thốngvà formed the basis of 100% foreign education hoặcliên business with Vietnam counterparts to university training, vocational education, từxa, opening the short refresher courses have international and regional levels in the Namtheo provisions of the law of Vietnam.

g) building policy mechanisms to encourage and create favorable conditions and management tốtviệc study self-sufficient.

6. IMPLEMENTATION STRATEGIES Việcthực strategies in education 2001-2010 are divided into two contrasting stage ứngvới 2 5 year plan.

Phase one: from 2001 to 2005.

Trọngtâm of this phase is to create a turning point in the quality of basic education, innovative contents, methods, programs, team building nhàgiáo, innovation management education, promote socialization, creating the basis for sure choviệc to reach the strategic goals in the second period. Implementation of urgent giảipháp renovation and innovation management education, preventing and đẩylùi the negative phenomena, swine establish Groove, creating environment dụclành.

a) implemented a number of urgent tasks here to create dynamic lựccho and base the implementation strategy: project Xâydựng innovation management education; especially the correct tácquản macro-level management and microfinance, the management mechanism for the public vàngoài public school, the training system, the B in the public schools; towards an emphasis on the education and training lượnggiáo quality Khẩntrương build and deploy quality control systems at every level, bậchọc and forms of training.

Đổimới about the concept, process and methods of examination, screening reviews (gồmcả task), minimize the negativity arise, create dynamic lựccho changing teaching and learning methods.

Chấnchỉnh and overcome the negative in teaching more, learning more rampant bằngcách administrative measures matching those basic measures promoting strong educational process việclành and the stream after the vàtrung junior high school.

Chấnchỉnh the management and allocate degrees.

Chấnchỉnh printing and releasing textbooks. Maximum reduction of the giáokhoa books reprint annual, gain use textbooks and student are educational mượnsách.

Chuẩnhóa the conditions of the program, curriculum, faculty, vậtchất facility, laboratories and other conditions of service of the teaching, learning new stance khithành and upgraded to colleges or universities.

b) implemented the national key program was the Prime phêduyệt in the period 2001-2005 included the project: Đổimới program, the content of textbooks;

Củngcố and promoting the results of literacy and universal primary education; make secondary education phổcập;

Đàotạo of information officers and put into the school of Informatics;

Đàotạo and teacher training, strengthening of infrastructure for the College;

Mountain education support, the dântộc little people and the socio-economic conditions are difficult;

Facility (1.57 in) schools, the technical center-hướngnghiệp, construction of a number of universities, professional high school;

Vocational training (1.57 in) capacity.

Ngoàira, the project included the study, research in the scientific background of advanced côngnghệ with the State budget has been approved by the Government.

c) build and deploy the project on: Đổimới educational management;

Hoànthiện mechanisms, policies about socialized education;

Bồidưỡng talents in the national education system;

Cơcấu back at the manpower training system;

Dạyngoại language in the school.

d) perform phase one and phase two part of the planned network of cáctrường University, College: Xâydựng and implemented the project of renovation of university education;

Xâydựng and implemented the project of renovation of training teachers, lecturers;

Tổngkết, renovation and management training organization in addition to public universities, the Open University, đàotạo in the system;

Thựcthi the management hierarchy for the school;

Said screens ... build 2 National University and some other key universities; mởthêm universities, colleges, according to the master plan when there are enough đảmbảo condition and quality processes to open the school.

e) lift the proportion spent on education in the State budget up to at least 18% in năm2005;

g) summarizing the experiences, and to propose the necessary adjustments on the tiêucụ entry, solutions and action agenda through implementing practices đoạnmột.

Stage 2: From 2006 to 2010.

Trọngtâm of this stage is to promote development and improve the quality of education đểđạt is the strategic objectives and specific targets; complete the long term chươngtrình 10 years of school universal, colleges, vocational programs, chươngtrình training, talent training program; make triểnnền play ethnic education, modern and popular; the first step in building a social study; education of our country soon advancing up the developed countries in the region.

Nângtỷ rules for education in the State budget up to at least 20% in 2010.


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