DECISION

APPROVING THE PLANNING FOR VOCATIONAL EDUCATION AND TRAINING FACILITY NETWORK OF 2021 - 2030 PERIOD AND VISION TO 2045

THE PRIME MINISTER

Pursuant to the Law on Government Organization dated June 19, 2015; the Law on amendment to the Law on Government Organization and the Law on Local Government Organization dated November 22, 2019;

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

Pursuant to the Law on Planning dated November 24, 2017;

Pursuant to the Law on Education dated June 14, 2019;

Pursuant to Decree No. 37/2019/ND-CP dated May 7, 2019 of the Government elaborating the Law on Planning;

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Pursuant to Decision No. 897/QD-TTg dated June 26, 2020 of the Prime Minister approving the task for producing planning for vocational education and planning facility network of 2021 - 2030 period and vision to 2045;

Pursuant to Decision No. 2239/QD-TTg dated December 30, 2021 of the Prime Minister approving the Strategy for development of vocational education and training of 2021 - 2030 period and vision to 2045;

Pursuant to Assessment Report No. 56/BC-HDTD dated April 7, 2022 of the Council for Assessment of the Planning for Vocational Education and Training Facility of 2021 - 2030 and vision to 2045;

At request of the Minister of Labor - War Invalids and Social Affairs.

HEREBY DECIDES:

Article 1. Approving the Planning for vocational education and training facility network of 2021 - 2030 period and vision to 2045 (hereinafter referred to as “the Planning”) as follows:

I. PLANNING SCOPE AND REGULATED ENTITIES

1. Planning scope: Vocational education and training facilities on nationwide scale in accordance with vocational education and training laws and other relevant laws.

2. Regulated entities: Colleges, intermediate schools, vocational education centers. Not including colleges and intermediate schools affiliated to Ministry of National Defense, Ministry of Public Security, and pedagogy colleges and intermediate schools.

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1. Principles of development

- Conform to the Strategy for development of vocational education and training of 2021 - 2030 period and vision to 2045; general national planning and other relevant strategies, planning.

- Develop vocational education and training facilities in an open, flexible manner to allow the general public to access and benefit from vocational education and training services for the purpose of life-long learning and development of learning society; provide tiered quality with scale, composition, and training quality satisfactory to labor market and international integration requirements.

- Develop high quality vocational education and training facilities; with key vocations and occupations; establish vocational education and training facilities that play a nuclear, leading, influential role and effectively implement regional connection; care for and develop vocational education and training facilities in disadvantaged areas and provide training for niche occupations and entities.

- Arrange and reorganize public vocational education and training facilities in a more concise and effective manner; establish contact point for management of several high quality facilities, facilities acting as regional centers, national centers providing high quality vocational training and practice.

- Prioritize state budget for the development of vocational education and training in a manner that satisfies criteria and standards; promote private sector involvement and enable enterprises, organizations, and individuals to invest in development of vocational education and training.

2. Development objectives until 2030

a) General objectives

Develop vocational education and training facility network in order to diversify models, reasonably distribute occupation composition, education level composition, and region composition; standardize, modernize, increase private sector involvement, provide different tiers of quality; be capable of providing personnel who have received vocational education and training, especially personnel with high vocational skills.

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- Until 2025

Vocational education and training facility network is capable of fulfilling the demand for personnel who have received vocational education and training of developing countries with modern industry and above low-to-moderate income. Reduce at least 20% of public vocational education and training facilities compared to 2020, in which: reduce approximately 40% of public intermediate schools; increase the percentage of private vocational education and training facilities and foreign-invested vocational education and training facilities to approximately 45%. Successfully merge continuous education facilities, career counseling facilities, vocational education facilities in a district into a single vocational education and training facility of that district.

- Until 2030

Vocational education and training facility network is capable of fulfilling the demand for personnel who have received vocational education and training of developing countries with modern industry and above moderate-to-high income. Reduce at least 30% of public vocational education and training facilities compared to 2020, in which: reduce approximately 50% of public intermediate schools; increase the percentage of private vocational education and training facilities and foreign-invested vocational education and training facilities to approximately 50%.

3. Vision to 2045

Vocational education and training facility network is capable of fulfilling the demand for personnel who have received vocational training of developed countries with high income; training quality is among the leading group in ASEAN region; several vocational education and training facilities catch up to worldwide level and have advanced competitiveness in certain fields and majors.

III. DEVELOPMENT SOLUTIONS

1. Network composition and training scale

a) Network composition

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+ By 2025: there are 1.800 vocational education and training facilities, including 400 colleges, 400 intermediate schools, 1.000 vocational education centers. In which, 3 facilities act as national centers for high quality vocational training and practice, 6 facilities act as regional centers for high quality vocational training and practice.

+ By 2030: there are 1.700 vocational education and training facilities, including 380 colleges, 390 intermediate schools, 930 vocational education centers. In which, 6 facilities act as national centers for high quality vocational training and practice, 12 facilities act as regional centers for high quality vocational training and practice.

- Types of ownership

+ By 2025, there are 980 public vocational education and training facilities, including: 290 colleges, 130 intermediate schools, 560 vocational education centers; 820 private vocational education and training facilities and foreign-invested vocational education and training facilities, including: 110 colleges, 270 intermediate schools, and 440 vocational education and training centers.

+ By 2030, there are 850 public vocational education and training facilities, including: 260 colleges, 110 intermediate schools, 480 vocational education centers; 850 private vocational education and training facilities and foreign-invested vocational education and training facilities, including: 120 colleges, 280 intermediate schools, and 450 vocational education and training centers.

- High quality colleges

+ By 2025: There are 70 high quality colleges, 40 schools among which approach the level of ASEAN-4 countries and 3 schools among which approach the level of developed countries of G20.

+ By 2030: There are 90 high quality colleges, 60 schools among which approach the level of ASEAN-4 countries and 6 schools among which approach the level of developed countries of G20.

b) Enrolment and training scale

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+ By 2025, 2.500.000 to 2.700.000 people/year: approximately 25% of which have college, intermediate education level.

+ By 2030, 3.800.000 to 4.000.000 people/year: approximately 25% - 30% of which have college, intermediate education level.

- By vocation and profession

+ By 2025: 1.030.000 people in industrial and construction sectors, for 38%; 670.000 people in agro-forestry-fishery sectors, for 25%; 1.000.000 people in service sector, for 37%.

+ By 2030: 1.800.000 people in industrial and construction sectors, for 45%; 600.000 people in agro-forestry-fishery sectors, for 15%; 1.600.000 people in service sector, for 40%.

2. Region-based network distribution until 2030

a) Northern midland and mountainous region: Approximately 14% of nationwide vocational education and training facilities, focusing on vocations and professions under approved regional planning. Among which, 1 - 2 schools act as regional centers for high quality vocational training and practice.

b) Red River Delta: Approximately 26% of nationwide vocational education and training facilities, focusing on vocations and professions under approved regionally planning. In which, 2 - 3 facilities act as national centers for high quality vocational training and practice, 2 - 3 facilities act as regional centers for high quality vocational training and practice.

c) North central coast and central coast: Approximately 26% of nationwide vocational education and training facilities, focusing on vocations and professions under approved regional planning. In which, 1 - 2 facilities act as national centers for high quality vocational training and practice, 1 - 2 facilities act as regional centers for high quality vocational training and practice.

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dd) The Southeast: Approximately 17% of nationwide vocational education and training facilities, focusing on vocations and professions under approved regional planning. In which, 1 - 2 facilities act as national centers for high quality vocational training and practice, 2 - 3 facilities act as regional centers for high quality vocational training and practice.

e) Mekong River Delta: Approximately 11% of nationwide vocational education and training facilities, focusing on vocations and profession under approved regionally planning. In which, 1 - 2 facilities act as national centers for high quality vocational training and practice, 1 - 2 facilities act as regional centers for high quality vocational training and practice.

3. Development of vocational education and training teaching staff and managers

a) Vocational education and training teaching staff

- Regarding quantity

+ By 2025: There are 70.000 teachers; 14.000 craftsmen, experts, vocational education and training teachers teach in all levels of vocational education and training.

+ By 2030: There are 67.000 teachers; 50.000 craftsmen, experts, vocational education and training teachers teach in all levels of vocational education and training.

- Regarding quality

+ By 2025: Approximately 50% of teachers teaching in key vocations and professions have master degrees or higher; approximately 20% of teachers teaching in key vocations and professions have vocational qualification one level higher than the vocational qualification required for teachers. Approximately 60% of teachers qualified for teaching in key vocations and professions approach the level of ASEAN-4 and G20 countries.

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b) Vocational education and training managers

- Regarding quantity

+ By 2025: There are 26.000 managers in vocational education and training facilities, including: 400 managers in schools acting as national centers, regional centers for high quality vocational training and practice.

+ By 2030: There are 25.000 managers in vocational education and training facilities, including: 800 managers in schools acting as national centers, regional centers for high quality vocational training and practice.

- Regarding composition

Ensure composition reasonable and associated with working positions; improve the role and responsibilities of managers, especially higher-ups; exercise strengths and abilities of managers in renovating, developing vocational education and training facilities adapting to the new normal. Women held 60% by 2025 and 75% by 2030 of vocational education and training manager positions in regulatory authorities and leading positions in local governments.

- Regarding quality

+ By 2025: Approximately 30% - 40% managers of high quality schools and schools acting as national centers, regional centers for high quality vocational training and practice approach qualification level of ASEAN-4 and G20.

+ By 2030: Approximately 70% managers of high quality schools and schools acting as national centers, regional centers for high quality vocational training and practice approach qualification level of ASEAN-4 and G20.

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a) Regarding land area for construction of vocational education and training facilities

Ensure consistency with the general national planning, Resolution No. 39/2021/QH15 dated November 13, 2021 of the 15th National Assembly on National Planning for land use in period of 2021 - 2030 and vision to 2050, 5-year National Plan for land use in 2021 - 2025 and other relevant land laws.

b) Regarding quality of amenities and structures of vocational education and training facilities

- By 2025: Approximately 80% of vocational education and training facilities have sufficient number of structures with sufficient space; satisfy construction, design standards and amenity standards for practice, experiment, and testing depending on fields of training, 30% of vocational education and training facilities among which approach standards of ASEAN region and the world.

- By 2030: 100% of vocational education and training facilities have sufficient number of structures with sufficient space; satisfy construction, design standards and amenity standards for practice, experiment, and testing depending on fields of training, 50% of vocational education and training facilities among which approach standards of ASEAN region and the world.

c) Training equipment

- By 2025: Approximately 85% of key vocations and professions have its training equipment invested in a modern, smart, and green manner that meets technology, technical conditions of production capability.

- By 2030: Approximately 95% of key vocations and professions have its training equipment invested in a modern, smart, and green manner that meets technology, technical conditions of production capability and satisfies requirements of new vocations, skills.

IV. LIST OF PRIORITY PROJECTS FOR INVESTMENT IN 2021 - 2030 PERIOD

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2. Investment following the aforementioned list shall conform to the Law on Investment, the Law on Public Investment, the Law on State Budget, and other relevant law provisions.

V. SOLUTIONS

1. Solutions relating to policies and regulations

- Review and develop investment policies for improving vocational education and training quality, developing vocational education and training facility network as per the law.

- Review and develop policies for incentivizing, enabling enterprises, organizations, and individuals in and out of Vietnam to establish vocational education and training facilities and engage in vocational education and training activities.

- Review and develop regulations on criteria for classifying, eligibility for establishing, merging, acquiring, and dissolving vocational education and training facilities.

- Review and develop financial regulations, policies for all types of vocational education and training facilities in order to mobilize investment from social resources for vocational education and training, including public - private partnerships, joint venture.

2. Solutions relating to human resource development

a) Regarding development and improvement of teaching staff, craftsmen, experts, and vocational education and training teachers

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- Prioritize resources for training, improving, standardizing, and increasing professional level of teaching staff, especially teachers of key vocations and professions in order to approach qualification level of ASEAN-4 countries and developing countries of G20 with developed vocational education and training system; prioritize in providing advanced training for teachers and fulfill teaching demand for new vocations, professions.

- Promote development of teams of craftsmen, experts, and vocational education and training teachers. Establish network to connect teaching staff, craftsmen, experts, and teachers in vocational education and training.

- Improve capability of training facilities for vocational education and training teachers in a manner that fits composition of fields of training and sectors, is reasonably distributed across regions, and satisfies the demand for teaching staff development in both quality and quantity.

b) Regarding development of managers of vocational education and training facilities

- Provide regular training and advanced training for vocational education and training managers depending on quality tier of vocational education and training facilities. Provide assistance in training vocational education and training managers at enterprises.

- Provide advanced training for managers in countries with developed vocational education and training system pertaining to organization model, administration capacity, facility administration.

- Attract domestic and foreign scientists, experts to conduct scientific research and manage vocational education and training facilities.

3. Solutions relating to improvement of training amenities and equipment

- Allocate land fund to develop vocational education and training facilities in a manner that conforms to general national planning, Resolution No. 39/2021/QH15 dated November 13, 2021 of the 15^th National Assembly, And other relevant land laws. Ensure stability of land area of existing public vocational education and training facilities; prioritize land fund created by rearranging, reorganizing public vocational education and training facilities, and additional land fund in areas with suitable traffic infrastructures, areas close to industrial parks, export-processing zones in order to attract investment and promote private sector involvement in vocational education and training.

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- Improve effectiveness and efficiency in using training amenities and equipment, especially public vocational education and training facilities on the basis of sharing resources and optimizing training procedures.

- Modernize training amenities and equipment as per the law in a manner that conforms to manufacturing technology of enterprises; invest in simulation equipment for practice; develop the models of “nhà trường thông minh, hiện đại” (smart and modern school), “nhà trường xanh” (green school).

4. Solutions relating to the environment, science, and technology

- Improve control, prevention, and limit environmental pollution caused by vocational education and training. Restrict new establishment of vocational education and training facilities in environmentally sensitive areas; if new establishment of vocational education and training facilities in environmentally sensitive areas is mandatory, take appropriate ecosystem offset solutions.

- Promote the application of technology, effective use of energy, the use of clean energy, electricity power, renewable energy, and other alternative energy forms, especially application of the fourth industrial revolution such as digital technology, virtual reality, internet of things, etc.

- Develop database on vocational education and training network and skill development, accreditation; strive to digitalize, develop smart vocational education and training facilities with connectivity and resource sharing capabilities.

5. Solutions relating to connection and development cooperation

- Promote connection between vocational education and training facilities, exercise the role of colleges acting as national centers for high quality vocational training and practice and colleges acting as regional centers for high quality vocational training and practice. Promote connection between domestic vocational education and training facilities and vocational education and training facilities in ASEA region and around the world; move towards recognizing training results between vocational education and training facilities.

- Strengthen connection between vocational education and training facilities and lower secondary schools, upper secondary schools, higher education institutions and postgraduate schools on the basis of improving bridge program effectiveness based on national reference framework, national program learning outcomes, quantification of learning units, recognition of learning results for both qualification level and learning units.

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6. Solutions relating to education and dissemination

- Raise awareness of managerial officials, vocational education and training manager and teachers, and society pertaining to importance, position, and role of planning for vocational education and training facility network in vocational training in order to develop human resources, especially human resources with high professional skills.

- Promote communication relating to policies and regulations, especially policies and regulations on private sector involvement in order to attract domestic and foreign investors.

- Develop communication ecosystem in a manner that conforms to the development of vocational education and training facility network and partners. Provide career counseling and orientation that fit human resource composition, post-training occupation, and socio-economic zone; ensure proper career guide that adheres to labor market demand.

7. Solutions relating to international cooperation

- Strengthen cooperation between vocational education and training facilities and training facilities in ASEAN region and G20 countries; encourage joint training and establishment of foreign-invested vocational education and training facilities in Vietnam.

- Attract investment and technical investment, share experience, and transfer technology from international education and training organizations, from countries with developed vocational education and training system in the region and around the world, especially relating to development and operation of colleges acting as national centers, regional centers for high quality vocational training and practice.

- Promote implementation of bilateral agreements and conventions with development partners in renovating and improving vocational education and training quality in order to get close to regional and international qualification level; promote professional skill recognition process between Vietnam and other countries.

8. Solutions relating to mobilization and allocation of investment

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- Attract and effectively use ODA funding sources and concessional loans of international sponsors. Promote private investment via tax incentives, preferential loans, land allocation assistance for investing, building vocational education and training facilities.

- Strengthen investment promotion in form of public - private partnership, especially in the establishment of vocational education and training facilities approaching level of developed countries of ASEAN-4 and G20.

9. Solutions relating to management model and mode of operation

- Diversify models and methods for managing public vocational education and training facilities based on the nature, scale of vocational education and training, personnel development demand, and evaluating, issuing certificates for professional skill.

- Promote decentralization of responsibilities and powers from vocational education and training facilities to authorities of all levels; slowly implement autonomy in regard to public vocational education and training facilities.

- Renovate vocational education and training program and organization, management, training on the basis of “program learning outcomes”. Implement management, administration, and operation models of vocational education and training facilities in a concise, effective manner which utilizes information technology in management and training.

10. Solutions relating to organizing implementation and planning supervision, implementation

- Publicize planning in different methods, ensure unanimity within organizations, enterprises, investors, vocational education and training facilities, and the general public pertaining to implementation.

- Review and arrange vocational education and training facilities in a manner that they are maintained and developed in order to satisfy personnel development demand in specific sectors or transfer management to local authorities or dissolve the following facilities: Vocational education and training facilities for specialized, specific, niche vocations and professions, vocations and professions serving national defense and security; vocational education and training facilities affiliated to socio-political organizations, social-professional organizations, Governmental agencies, state-owned enterprises; other vocational education and training facilities.

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- Review, arrange, and merge continuous education centers, career counseling education centers, vocational education centers into vocational education and training facilities of districts; review, merge vocational education centers, public intermediate schools into public colleges; merge public colleges in the same area with the majority of overlapping majors, fields of training; dissolve underperforming vocational education and training facilities; maintain operation of public vocational education and training facilities whose recurrent expenditure is entirely self-sustained.

- Do not establish new public vocational education and training facilities; if establishment of new vocational education and training facilities, these facilities must be entirely responsible for their finance. Do not establish vocational education facilities in districts where public colleges or intermediate schools or branches/main facilities of colleges or public intermediate schools have already been established. In regard to areas with developed socio-economic conditions, the number of public vocational education and training facilities shall conform to vocational education and training development solutions under provincial planning.

- Enable development and quality improvement for vocational education and training facilities intended for ethnic minorities; persons with disabilities; and niche vocations, professions.

- Promote private vocational education and training facilities and foreign-invested vocational education and training facilities, prioritize facilities that provide training for vocations, professions with high engineering - technology levels in non-urban areas.

- Develop and promulgate regulations, standards in order to specify requirements of the law pertaining to implementation once planning has been approved.

- Periodically assess, examine, and supervise planning as per the law.

- Regularly examine and inspect operation of vocational education and training facilities in order to promptly rectify and take actions against violation of the planning.

Article 2. Responsibilities of ministries, central departments, and local governments

1. Ministry of Labor - War Invalids and Social Affairs shall

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- Take charge and cooperate with central departments and local governments in developing, implementing schemes, projects; review and request competent authorities to promulgate policies incentivizing, attracting organizations and individuals to invest, develop vocational education and training facilities.

- Take charge and cooperate with Ministry of Home Affairs, central departments, and local governments in developing solutions for placing vocational education and training facilities affiliated to central departments and local governments under management of Ministry of Labor - War Invalids and Social Affairs; reorganize, rearrange, and channel investment to turn several of these vocational education and training facilities into high quality schools, schools acting as national centers, regional centers for high quality vocational training and practice.

- Take charge and cooperate with central departments and local governments in: Developing priority projects and presenting to the Prime Minister; selecting and approving the list of key vocations and professions and schools eligible for selecting leading key vocations and professions from time to time; developing network of vocational education and training facilities for ethnic minorities and persons with disabilities.

- Cooperate with Ministry of Finance and Ministry of Planning and Investment in allocating annual budget for implementation of this Planning.

- Inspect, examine, supervise, consolidate, and assess implementation; propose amendments to this Planning (if necessary) and report to the Prime Minister.

2. Ministries, ministerial agencies, Governmental agencies, and relevant central authorities shall

- Rearrange, reorganize vocational education and training facilities that provide training for specialized, niche vocations and professions, vocations and professions that serve national defense and security; vocational education and training facilities affiliated to socio-political organizations, social-professional organizations, Governmental agencies, state-owned enterprises; and other vocational education and training facilities

- Prioritize resources, policies, and regulations in order to implement objectives and contents of the Planning in a manner that is effective, consistent, and synchronous with other relevant strategies, planning, and socio-economic development plans of local governments.

3. People’s Committees of provinces and central-affiliated cities shall

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- Establish point of management of public vocational education and training facilities of provinces as per the law.

- Allocate land fund to develop vocational education and training in a manner that conforms to vocational education and training facility development orientation according to the Planning and Clause 3 Part V Article 1 hereof.

- Prioritize local government budget and mobilize resources to invest in development of vocational education and training facilities according to the Planning.

Article 3. This Decision comes into force from the date of signing.

Ministers, heads of ministerial agencies, heads of Governmental agencies, Chairpersons of People’s Committees of provinces and central-affiliated cities are responsible for the implementation of this Decision.

PP. PRIME MINISTER
DEPUTY PRIME MINISTER




Tran Hong Ha

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LIST OF PRIORITY PROJECTS FOR INVESTMENT IN VOCATIONAL EDUCATION AND TRAINING
(Attached to Decision No. 73/QD-TTg dated February 10, 2023 of the Prime Minister)

No.

Investment project

Vocational education and training facilities until 2030

2021 - 2025 period

2026 - 2030 period

After 2030

College

Intermediate school

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I

II

III

IV

V

VI

I

II

III

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V

VI

1

Investment in schools acting as national centers for high quality vocational training and practice

6

-

-

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1

-

1

-

-

2-3

1-2

-

1-2

...

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x

2

Investment in schools acting as regional centers for high quality vocational training and practice

12

-

-

1

1

1

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1

1

1-2

2-3

1-2

1-2

2-3

1-2

x

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Investment in schools approaching qualification level of countries of ASEAN-4 and G20

60

-

-

40

60

x

4

Investment in high quality schools

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-

-

70

90

x

5

Investment of international level, regional level, national level schools with key vocations, professions

x

x

...

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...

x

x

x

x

x

x

x

x

x

...

...

...

x

x

x

6

Investment in schools for specific groups of learners, specific vocations and professions

x

x

-

x

...

...

...

x

x

x

x

x

x

x

x

x

...

...

...

x

7

Investment in development of teaching staff and managers

x

x

x

x

x

x

...

...

...

x

x

x

x

x

x

x

x

x

...

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I: Northern midland and mountainous region

III: North central coast and central coast

V: Southeast region

II: Red River Delta

IV: Central highlands

VI: Mekong River Delta

Quyết định 73/QĐ-TTg năm 2023 phê duyệt Quy hoạch mạng lưới cơ sở giáo dục nghề nghiệp thời kỳ 2021-2030, tầm nhìn đến năm 2045 do Thủ tướng Chính phủ ban hành