The Ministry of Education and Training proposes new regulations on teacher assessment

The Ministry of Education and Training (MOET) is seeking opinions on the draft Decree detailing a number of articles of the Law on Teachers. In particular, the regulation on evaluating teachers according to professional standards in Article 30 is considered to have a direct and long-term impact on the teaching staff and lecturers in the entire education system.

Taking capacity as a measure

According to the draft Decree, teachers in educational institutions are assessed to meet the standards on professional competence and skills according to the professional standards of the title of teacher. The evaluation criteria are not set by each institution, but are based on the unified instructions of the Minister of Education and Training.

This regulation aims to ensure consistency throughout the system, overcome the situation of assessments being formal or differently applied by each place. Focusing on professional and technical competence is also in line with the spirit of the Law on Teachers, considering the quality of teaching and education as a core factor.

Another new point is that the results of the assessment according to professional standards will be used as a basis for assessing teachers according to the provisions of Clause 1, Article 22 of the Law on Teachers. This shows that professional standards assessment is no longer a step of "internal assessment" for reference, but becomes a legal basis in the official assessment process for teachers.

According to Clause 1, Article 22 of the Law on Teachers, the assessment of teachers is carried out as a basis for classifying the quality of teachers; arranging, using; training, fostering; as well as considering rewards and discipline for teachers. Thus, when the results of the professional standards assessment are used for these purposes, the professional standards will directly affect the job position, development opportunities and rights of teachers.

Clearly distinguishing between public and non-public establishments

The draft Decree also clearly stipulates the method of organizing assessments for each type of educational institution.

For public educational institutions, the time, order, procedures for assessment, classification and the use of teacher assessment results are implemented in accordance with the provisions of the law on civil servants. This approach ensures consistency between the Law on Teachers and the Law on Civil Servants, avoiding overlap during implementation.

Meanwhile, non-public educational institutions have the right to develop and implement the Regulations on the assessment and classification of teachers under their management, based on the actual conditions of the unit and the instructions of the Ministry of Education and Training. This regulation both ensures a common legal framework and respects the autonomy of non-public educational institutions.

Clarifying the responsibilities of heads of educational institutions

Article 30 of the draft Decree provides an important content to stipulate the responsibility of heads of public educational institutions. Accordingly, principals and directors of educational institutions must base on the specific conditions of the unit to provide detailed instructions on tasks according to each teacher title; arrange and assign work in accordance with the characteristics, promote the capacity and strengths of each teacher; at the same time, organize an assessment of the level of professional standards as a basis for classifying teacher quality.

This regulation shows that evaluation is not only the responsibility of teachers, but also associated with the responsibility of managing and organizing implementation of the head. If the assessment is un subjective, formal or does not accurately reflect the capacity of teachers, the primary responsibility belongs to the leaders of educational institutions.

The new regulations in Article 30 of the draft Decree demonstrate the orientation of evaluating teachers according to professional standards in a practical way, with clear legal and management consequences. When the assessment results are directly linked to the classification, use, training and reward, and discipline according to the Law on Teachers, professional standards will no longer be a "critium for adequate documents", but will become a mandatory requirement for each teacher.

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