Minister of Education and Training; Regulations Issued evaluated and rated student literacy program (XMC) and continuing education after literacy by Decision No. 79/2008/QD-BGDDT December 30, 2008 of the Minister of Education and Training; The project of building a learning society in the period 2005-2010 by prime minister;

Building the project of building a learning society in the period 2011-2020 by prime minister.

(2) Because of the CLCS is one of the institutions contributing to the creation of education systems that lifelong learning, towards a learning society, most legal documents relating directly or indirectly, all around perspectives to build a learning society. However, there are documents with specific goals for the organization, operation and evaluation of the system CLCs. This is the legal basis is especially important for continuation education development in the early years of the XXI century as a system, including the CLCs. This is the legal basis is especially important for continuation education development in the early years of the XXI century as a system, including the CLCs.

### 3. Establishment and development of CLC in your country

The history of lifelong learning in Vietnam can be tracked back to 1945, when illiterate rate of Vietnamese people was 90% (MOET, CONFINTEA report, 2009). At the first session of the provisional government of the Democratic Republic of Vietnam on September 3, 1945, President Ho Chi Minh pointed out the urgent need to defeat three enemies: hunger, illiteracy and foreign invaders. He said that an illiterate and ignorant nation is a “weak nation” and that priority must be given to eradicating illiteracy first and then driving out foreign occupiers.

As of 2004, Vietnam has achieved 95.54% literacy rate in the age group of 15 to 35 (Living Household Standard Survey 2004).

Until 1990, the concept of lifelong learning was limited to adult education and initially covered only literacy for adults and later included also equivalency education programmes for educationally disadvantaged children/youth and adults who have no access to or drop out from the formal schooling. The equivalency programmes are provided at Continuing Education Centres throughout the country and they are perceived in Vietnamese context as 'Non-Formal Education' (Vietnam report to CONFINTEA6, MOET, 2009). Curricula of equivalency programmes were developed based on the curricula of formal education, but they were more practical and usually simpler, shorter than those of formal education. Before 1990, students of equivalency programmes had different textbooks which were developed specially for them, relevant to their needs and their learning ability. From 1990, the government decided that the same textbooks must be used for both formal education and equivalency programmes. Not only the premises but also the teachers of formal schools are mobilised for literacy and equivalency programmes. In short, this second-chance education provision was, in essence, a supplementary formal education, which led to formal qualifications and curricula were centrally controlled by the Ministry of Education and Training and partially by the Ministry of Labour, War Invalids and Social Affairs.

Since 1990, lifelong learning concept had broader meaning and included not only literacy, equivalency education programmes for drop-out youth and adults, but also diverse learning