A/67/310 43. In the Republic of Korea, technical and vocational education and training is largely developed and run by the State, although there are diverse laws and regulations that provide for industrial training. The Industrial Education Promotion Act, the Vocational Education and Training Promotion Act, and the Framework Act on Qualifications form the legal basis on which vocational education is shaped and administered. 42 In April 2007, the Government changed its terminology from vocational high schools to professional high schools, thereby facilitating the entry of professional high school graduates to colleges and universities. 43 In this context, professional high schools — private and public — operate according to similar rules. 44. In China, the 1996 Vocational Education Law and the State Council’s 2002 Decision on Vigorously Promoting the Reform and Development of Vocational Education and Training provide the basis for the technical and vocational education and training system. At the 2005 National Conference on Vocational Education and Training, the State Council issued the Decision on Accelerating the Growth of Vocational Education and Training as a guideline for technical and vocational education and training development during the eleventh five-year period (20062010). 44 Following compulsory education, a national examination determines entry into either a vocational or a general education track, with better results required for the general track. In 2010, more than 20 million students were reported to be in the vocational track. 45 45. In Viet Nam, with the Vocational Training Law of 2006, a new three-tier qualification structure was introduced: (a) vocational elementary level provided in vocational training centres; (b) vocational secondary level provided in secondary vocational schools; and (c) vocational diploma level in vocational colleges. 46 46. In Brazil, as a result of a number of initiatives at federal, State and municipal levels, opportunities for technical and vocational education and training have expanded rapidly over the last decade. In this process, a federal system for technical education was established through Law No. 11.892 in 2008. The law provides a regulatory framework for the establishment and functioning of technical schools. Additionally, Law No. 12.513 of 2011 established the National Programme for Access to Technical Education and Employment. The Programme regulates the federal support for the expansion of technical schools and the offer of fellowships to students at secondary level and workers, including those benefiting from cash transfer schemes. Technical schools are integrated into the rest of the education system, providing both secondary education as well as training for workers with various qualification levels. While recognizing the need to consider economic opportunities for students, a guiding document for the establishment of an integrated policy for technical education in Brazil 47 emphasizes the importance of preventing __________________ 42 43 44 45 46 47 14 OECD, “Learning for Jobs: OECD Reviews of Vocational Education and Training, Republic of Korea” (May 2009), p. 11. Ibid., p. 13. Yan Hao, “China’s Vocational Education and Training: the Next Key Target of Education Promotion”, East Asian Institute Background Brief No. 516, p. 1. OECD, “Learning for Jobs: OECD Reviews of Vocational Education and Training, Options for China” (2010), p. 15. Technical and Vocational Education and Training (TVET) in Vietnam, A Brief Overview: Internal Working Material of “Promotion of TVET in Vietnam” (2008). Ministério da Educação, “Educação profissional técnica de nível médio integrada ao ensino médio — Documento Base” (Brazil, 2007). 12-46486