In Vietnam, how many categories of economic-technical norms does the education and training sector have?

In Vietnam, how many categories of economic-technical norms does the education and training sector have?

Under Article 4 of Circular 14/2024/TT-BGDDT, the specific categorization of economic-technical norms is regulated as follows:

Categorization of economic-technical norms

1. Categorized by the issuing authority

a) Ministry-level economic-technical norms are those developed, appraised, and issued by the Ministry of Education and Training to be applied in the education and training sectors according to various fields;

b) Local-level economic-technical norms are those developed, appraised, and issued by the provincial People's Committees for preschool, general education, pedagogical colleges, and continuing education services within the locality, applicable to agencies, organizations, and educational institutions within the locality;

c) Institutional-level economic-technical norms are those developed by educational institutions, submitted to competent authorities for appraisal and issuance or issued under their own authority, to serve the professional activities of the educational institution.

2. Categorized by public service groups

Economic-technical norms are categorized by public service groups using state budget as stipulated in Decisions of the Prime Minister of the Government of Vietnam regarding the issuance of lists of public services using the state budget in the education and training sector.

Thus, according to the above regulation, economic-technical norms in the education and training sector are categorized into two groups: norms categorized by the issuing authority and public service groups.

In Vietnam, how many categories of economic-technical norms does the education and training sector have? What are the objectives of economic-technical norms? (Image from the Internet)

What are the bases for developing economic-technical norms in the education and training sector in Vietnam?

Under Article 5 of Circular 14/2024/TT-BGDDT, economic-technical norms are developed based on the following bases:

[1] Regulations concerning education and training programs, standard knowledge volume, and output standards for learners corresponding to each level of education and training for formal education and other programs for continuing education.

[2] Provisions within the regulations for preschools, primary schools, lower secondary schools, upper secondary schools, composite schools, and pedagogical colleges; regulations on the organization and operation of continuing education facilities, higher education institutions; job positions, structure of public employees according to professional titles and staffing norms, working policies for teachers, administrative staff, and service staff at educational institutions.

[3] Actual operating conditions of educational institutions concerning physical facilities, including constructions, workshops, machinery, teaching and learning equipment.

[4] Regulations on standards, norms for equipment and working tools of teachers, lecturers, employees in public service providers.

[5] Regulations on standards, norms for using the area of public service facilities and standards, norms for using machinery and specialized equipment in education and training.

[6] Annual statistical data or periodic reports, and related documents.

What are the methods of developing economic-technical norms in the education and training sector in Vietnam?

Under Article 6 of Circular 14/2024/TT-BGDDT, methods of developing economic-technical norms in the education and training sector in Vietnam are outlined as follows:

- Standard Method:

Based on the standards and regulations of the law regarding working time, resting policies, machinery and equipment wear and tear to establish labor, equipment, material, and facility norms for each task, as the basis for calculating economic-technical norms.

- Comprehensive Statistical Method:

Based on annual statistical data or report periods over 3 consecutive years before the time of constructing economic-technical norms and the actual education, training at educational institutions to build economic-technical norms.

- Experimental Analysis Method:

Conduct surveys, experiments following each process, job content; using survey and experimental results to analyze and calculate each element constituting the standard.

- Comparative Method:

Based on the norms of equivalent work, products realized in practice to construct economic-technical norms.

What are the objectives of economic-technical norms in the education and training sector in Vietnam?

Under Article 3 of Circular 14/2024/TT-BGDDT, the specific objectives of economic norms are as follows:

[1] To enable competent authorities to construct, appraise, and approve unit prices, prices for education services, cost estimates for providing education services using the state budget, and managing economic activities in education and training in accordance with the law to enhance effectiveness, efficiency, and economy.

[2] To promote private investment in the education and training sector, creating an equal operating environment among educational institutions within the national education system.

[3] To ensure the principle of accurate and sufficient calculation to complete the education and training for learners to achieve criteria, standards, and quality in accordance with current regulations.