MINISTRY OF LABOUR - INVALIDS AND
SOCIAL AFFAIRS (MOLISA)
THE SOCIALIST REPUBLIC OF Viet Nam
TVET Quality Breakthrough
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Vietnamese TVET
Background Paper
Reflections on Conference Topics
Imprint
Publisher:
Vietnamese Ministry of Labor – Invalids and Social Affairs (MoLISA)/ General Department of
Vocational Training (GDVT)
Author: General Department of Vocational Training
This Vietnamese TVET Background Paper has been compiled based on the input of technical
content teams for the topics.
•
•
•
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Editors:
Occupational standards (Cao Quang Dai, MA. Nguyen Quang Viet)
Cooperation with business community (Assoc. Prof. Dr. Mac Van Tien,
Nguyen Thi Le Huong)
Financing of TVET (MA. Nguyen Chien Thang)
TVET Teachers (MA. Le Vinh, MA. Tran Van Nich)
Group of editors of GDVT include:
National Institute for Vocational Training
Department for Occupational Skill Standards
Department for Vocational Teachers and Managers
Department for Planning and Finance
GDVT Office
Translation:VietVision
Edited by Prof. Dr. Bui The Dung, Pham Ngoc Anh and Nguyen Dang Tuan
Design:
WARENFORM, Berlin
Photo:
Nguyen Cong Trang, Hanoi
Ralf Bäcker, Berlin
Place of publication:
Date of publication: Hanoi, Viet Nam
October 2012
The English version is an unauthorized working translation of the Vietnamese original.
Regional TVET Conference in Viet Nam
October 10th / 11th 2012
TVET Quality Breakthrough
Vietnamese TVET Background Paper
Content
I. Overview about Vocational Training in Viet Nam................................... 8
II. Status quo and orientation on a selected vocational training elements..16
1.
Development of national occupational skill standards................................... 16
1.1. Background of the development of National Occupational Skill Standards in Viet Nam.......... 16
1.2.Current situation of developing the national standards on occupational skills........................ 18
1.3.Solutions................................................................................................................................ 21
2.
Training and further training of vocational teachers...................................... 26
2.1. National and international context......................................................................................... 26
2.2.The state of vocational teachers of Viet Nam.......................................................................... 26
2.3.Objectives and solutions for vocational teacher’s development until 2020.............................34
3. Cooperation with the business community in TVET....................................... 40
3.1. Background and policy framework of the cooperation between business community
and Vocational Training..........................................................................................................40
3.2 Status of cooperation between business community and TVET institutions............................ 42
3.3.Cooperation with the Federal Republic Germany in piloting the development of
tailor-made training packages for enterprises and cooperative training modes...................... 53
3.4.Some orientations and measures for school – enterprise cooperation in TVET......................57
4.
Current situation of TVET financing – proposals for the reform of financing
mechanism for TVET to 2020........................................................................ 64
4.1. Status of funding sources spent on TVET................................................................................64
4.2.Some proposal for the reform of financing mechanism for TVET by 2020............................... 70
Background Paper on Vocational Training in Viet Nam
OVERVIEW ABOUT
VOCATIONAL TRAINING IN VIET NAM
I. Overview about Vocational
Training in Viet Nam
The Government of Viet Nam has claimed that human resource of high quality, including vocational trained manpower is one of 3 pillars for socio-economic sustainable development in Viet Nam. Increasing the quality of human
resource is also one of three breakthrough solutions for achieving goals of the
socio-economic development Strategy period 2011 - 2020. As a result, developing and improving quality of vocational training is a need and requirement
of the country, for contributing to upgrading human resource quality and
competitiveness of the economy as a whole. In the past, in particular in the
recent 10 years and also at present, vocational training of Viet Nam has been
receiving a high level of attention by the State and society in terms of both
financial investments and the development of other required resources geared
at the development of vocational training towards demand-orientation and
quality improvement. Resulting from that, Viet Nam has achieved positive developments, step by step leading to better meeting the demands of vocational
trained labour of economic sectors, especially of focal economic regions and
leading economic sectors. This is characterized in the following:
•• Viet Nam has established a relatively consistent and complete legal
framework on vocational training (Vocational Training Law and related normative acts); set up a system of vocational training which is practice oriented with 3 levels of formal vocational training, namely primary vocational training, secondary vocational training, higher level
vocational training , complemented by continuing vocational training.
•• The network of TVET institutes has been expanded and in principal
aligned to economic sectors, regions and localities. In 2011, nationwide,
there were 136 vocational colleges, 308 secondary vocational training
schools; 849 vocational training centers (of which 296 are non-public)
and more than 1,000 other facilities (education – training, enterprises)
participating in vocational training. The number of non-public vocational training institutions accounts for 35.4%.
•• Total enrolment in vocational training increased approximately twofold from 887.3 thousand people (non-public: 170 thousand) in 2001 to
1,860 mio people (non-public 700 thousand) in 2011. In this time period
the number of trainees enrolled in vocational training on intermediate
and higher levels has increased 3.3 times.
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Phản ánh về các chủ đề của hội nghị
Phản ánh về các chủ đề của hội nghị
9
•• The expanded network of vocational training institutions and the increased scale of enrolment in vocational training has contributed to an
increased rate of trained labour amounting to 32% of the total workforce in 2011.
•• Training occupations have been expanded gradually to meeting real
needs of enterprises, step by step catching up with the development of
economic sectors in production, trading and services. Vocational training programs are developed based on the operating reality of enterprises.
•• Vocational training quality assurance conditions have been given closer attention through investment for development purposes such as for
vocational teachers and trainers (in 2010, there were about 35.000 vocational teachers and trainers, more than 4 times as many compared to
2001); the development of training programs, vocational training infrastructure, training equipment in TVET institutions, etc. From 2008, accreditation of vocational training quality and assessment of occupation
skills of labourers has been implemented. There has been promulgated
a system of criteria, standards and procedures of quality accreditation.
•• Quality assurance conditions have also been improved by bringing
in positive change in the quality and efficiency of vocational training,
vocational training has been better linked with labour utilization. Occupational skills of graduates from TVET institutions have been higher. According to enterprises evaluation, 80-85% of trained labour are
placed in jobs relevant to training levels; 30% have occupation skills
from “good” level and higher. In some occupations (welding, restaurant
services, cooking, ship attendants, captains, and a number of other occupations in telecommunication….), occupational skills of Vietnamese
labour are of international standards. Vocational trained labour participate in most of sectors of the national economy and have been able
to handle sophisticated job positions that used to be handled by foreign
labour; about 70% of graduates find job or become self-employed upon
graduation, in some occupation, this rate reached 90%.
•• Vocational training for rural labour have got initial special attention. In
2009, the Prime Minister of Viet Nam approved the Project proposal on
vocational training for rural labour to the year 2020, accordingly, each
year, on the average, about 1 million of rural labour will be trained to
transfer to jobs in sectors like industry, services or modern agriculture.
•• There have been a number of policies and mechanisms creating vocational training opportunies so that people wanting to enroll into vo10
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cational training can do so relatively easily at the same time, special
attention is given to the development and promulgation of favorable polices on undertaking vocational training for vulnerable groups of people like ethnic minorities, the poor, people with disabilities, and special policy on vocational training for demobilized soldiers, for labour
in areas where cultivating land is transferred to other usage purposes
and vocational training for rural labour. Vocational training contributes positively not only to the job placement in-country but also to the
improvement of quality of human resource for labour export.
•• Investment resources for vocational training have been diversified,
where State budget keeps a leading role (accounting for 60%). State budget spending for vocational training has increased over the years (accounting for 4.9% respectively 9% of total state spending for educationtraining in 2001 and 2010).
•• Promoting and expanding vocational training in the non-public sector
have gotten initial results. The State has issued policies on promotion
of non-public vocational training, mobilized about 40% from non-state
budget for vocational training. Numerous organisations, enterprises
and individuals, in country and overseas have invested in establishment of vocational training institutions. In 2001, number of non-public
institutions accounted for 22.88%, and in 2011, increased to 35.4%, attracting about 30% of trainees to vocational training in non-public institutions.
•• International cooperation in vocational training is being strengthened
at both national and institutional levels. Viet Nam has identified a number of nations successful in vocational training worldwide and in the
region as strategic partners such as Germany, Korea, Japan, Malaysia,
etc. On behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ), Vietnamese-German Development Cooperation in the priority area of “Sustainable Economic Development
and Vocational Training” focuses on supporting the development efforts towards a demand-driven TVET system. In order to reach this
goal, the “Programme Reform of TVET in Viet Nam” supports TVET
policy-makers and at the same time, cooperates with the Vietnamese
partners on further developing selected TVET institutes. GIZ (Technical Cooperation) and KfW Development Bank (Financial Cooperation)
work hand-in-hand to further develop these selected TVET institutes.
Since 2006 until to date, the programme „Promotion of TVET“ (supporting 11 TVET institutes) has been completed, and the „Programme
Vocational Training 2008“ (supporting 5 criteria-based selected TVET
institutes) as well as the „TVET System Advisory“ component are in
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the process of being implemented. The total budget for VietnameseGerman Cooperation in TVET since 2006 amounts to 47.6 Mio EURO,
and the focus is on capacity development (covering TVET teaching and
management staff, organisations, networks and an enabling framework)
towards improving the demand orientation of the Vietnamese TVET
system and improving quality assurance conditions of TVET institutions. Through TVET policy advice Vietnamese and German experts
cooperate in elaboration, introduction and organization of strategic
papers, legal regulations and ordinances for TVET (such as the TVET
Development Strategy 2011-2020). Further programme components
are in preparation, e.g. “Centre of Excellence for TVET LILAMA 2”,
with which the TVET institute LILAMA 2 will be supported to provide
high-quality TVET at international standard in the occupations of industrial mechanics, metal cutting (CNC), mechatronics and industrial
electrics/electronics.
However, there remain still limits in Vocational Training of Viet Nam, as in
the following:
•• Quality of vocational training, though there have been improvements,
has not yet sufficiently met labour market requirements in terms of occupational skills, and soft skills such as industrial working style, teamworking ability. Occupational skills and competences of Vietnamese
labour are left with a large gap behind that of other countries, in the
world and in the region.
•• The level-based training structure and training occupations are not
appropriate, and not linked with the manpower demands of each sectors, or localities; not meeting demands of technical manpower of high
quality for production and labour market. Vocational training for rural
labour to transfer to the sectors of industry and services has been slow.
•• Quality assurance conditions are inadequate; availability and qualification of vocational training teachers and trainers are insufficient.
•• Mechanism and policies on management and development of vocational training are not comprehensive.
•• The transfer from supply-driven vocational training to demand-driven
vocational training is slow.
•• The Law on Vocational Training in principal recognizes the importance
of “practical capability” (Article 12), cooperation with enterprises, and
implementation of production at TVET institutes as well as the advan12
Viet Namese TVET Background Paper
tage of private and enterprise-based training informal learning (Article
55) and the flexibility of TVET provision (public, private, enterprisebased, schools, colleges and universities on different levels, etc.).
•• A close and institutionalized linkage between enterprises and vocational training institutions however has not yet been established. Enterprises’ participation in vocational training has been largely passive;
there is still a lack of underlying legal documents and regulations on the
business community and its role as a TVET stakeholder.
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Background Paper on Vocational Training in Vietnam
STATUS QUO AND ORIENTATION ON SELECTED
VOCATIONAL TRAINING ELEMENTS
II.Status quo and orientation on
selected vocational training elements
This paper, in line with the core topics of the Regional TVET Conference being
particularly relevant for a TVET quality breakthrough, focuses on: (i) Occupational skill standards; (ii) Training and development of vocational teachers
and trainers; (iii) Cooperation with enterprises and (iv) Financing for TVET.
1. Development of national occupational skill
standards
1.1. Background of the development of National
Occupational Skill Standards in Viet Nam
Schemes for improving the quality of human resources in general and the
quality of employees with occupational skills recognized by other nations and
employers within the ASEAN region facilitates labour migration – thus being beneficial for participating nations by both delivering emigrant employees
and receiving emigrant employees. It is necessary for ASEAN countries to
advocate for harmonizing standards on skills and standards on occupational
competence among countries approaching mutual recognition of employee
qualifications in some popular occupations. This content has been mentioned
in forums and conferences of the bloc several times since the 1990s. Most recently, at the 17th ASEAN Summit in 2010 in Hanoi, according to Viet Nam’s
initiative, ASEAN leaders approved “Joint declaration of ASEAN leaders on
the development of human resources and skills for economic recovery and development” which states that: “Sharing good lessons in skill development and
skill improvement through regional cooperation to support the development
of occupational skill framework as an important step towards a framework
of mutual recognition of professional skills within ASEAN”.
In the context that there is no national qualification framework with a national vocational qualification framework, Viet Nam develops the national
framework of occupational skills as a tool for: i) Employees to orient their
efforts to improve their levels in terms of knowledge and skills by studying
or gathering experience in order to have a chance of promotion in their occupations; ii) Employers have bases for selecting employees, arranging jobs
and paying proper salaries for employees; iii) Vocational training institutions
have foundations for developing a vocational training program approaching
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national standards on occupational skills; vi) Competent authorities have
bases for organizing evaluation and issuance of national occupational skills
certificates for employees.
During the development of the national vocational qualification framework, Viet
Nam has consulted frameworks of qualifications and standards on skills, standards on competences of developed countries such as Australia, New Zealand,
South Korea, or International Labour Organization (ILO) and some regional
countries such as Malaysia and Thailand. In addition, GIZ supported in the
training of methodologists for developing demand oriented occupational skill
standards, and supported the development and promulgation of a set of occupational skill standard related to ”CNC machining”. The national framework of occupational skills of Viet Nam has a five level structure and the national standards
on occupational skills include the regulations on performance levels and required
knowledge, skills and attitudes to perform various tasks of an occupation.
1.2. Current situation of developing the national standards
on occupational skills
Development of the national standards on occupational skills is presided over
by ministries and sectors in collaboration with relevant occupational agencies
and associations. The occupations of different fields are assigned to ministries and sectors of respective fields to develop. Ministry of Labour, Invalids
and Social Affairs is responsible for stipulating principles, process and guiding other ministries and sectors to develop the national standards on occupational skills and for managing the national standards on occupational skills
after promulgation.
Structure of National Occupational Skill Standards
The structure of national standards on occupational skill consists of 3 basic
components:
•• Occupation description: Description of scope, working position, working conditions and environment, context of task performance, necessary tools, machines, equipment, devices for task performance.
•• List of task: Fully listing the tasks to be performed and arranging such
tasks by levels of occupational skills.
•• Standards on task performance: a) Task description; b) Performance
criteria; c) Essential skills and knowledge; d) Performance conditions;
e) Criteria and evaluation methods.
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The national occupational skill standards of Viet Nam are developed in accordance with the method of occupational analysis in order to determine necessary tasks and duties needed in the occupation with the participation of
experts: specialists in the occupation, teachers, and researchers. The national
standards on occupational skills are developed by levels of occupational skills
for each occupation. The levels of occupational skills are determined based on
3 major groups of criteria: i) Scope, level of difficulty and complexity of a task;
ii) Flexibility and creativity in task performance; iii) Level of coordination and
responsibility in task performance.
All processes of developing the national standards on occupational skills are
involving members from enterprises (representatives of employers, employees,
professional associations). Members from enterprises in the Board of Directors developing standards on occupational skills make up approximately 50%.
In all phases from occupation analysis, task analysis, and development of task
list to compilation of national standards on occupational skills, suggestions of
at least 30 experts who have practical experiences in the occupation are taken.
The proposed national standards of occupational skills before promulgation
in the Appraisal Council is approved by at least 30% of members who are
directly working in enterprises with the occupation for which the national
standards on occupational skills are being developed.
Experience in evaluating the experiment and mutual recognition of qualifications and technical skills among Greater Mekong Subregion (GMS) countries
In 2010, within the framework of consulting technical assistance project and
regional policy called “Implementing the strategic framework and the action
plan for human resource development in Greater Mekong Subregion” funded
by the Asian Development Bank (ADB), with the 2nd branch result an agreement framework for mutual recognition of qualifications and technical skills
among sub-regional countries for 3 occupations have been reached: Room
and building attendance (performed by Laos and Thailand), Automobile technology (performed by Viet Nam, Laos and Thailand) and Welding (performed
by Laos and Viet Nam). As a result, some trainees in 3 countries who have
participated in the above project have tried evaluating occupational skills in
accordance with the respective set of standards on competence developed by
ILO, of which seven out of eight Vietnamese students were recognized and
issued with certificate for units of evaluation competence. This is one of important experiments to learn from experience, to develop a model as a basis
for carrying out next steps, especially to develop a general framework of standards on competence for some popular occupations. Accordingly, regional
countries will come to mutual recognition of qualifications and occupational
degrees and certificates, resulting in more effective transfer of labour directing towards ASEAN economic community 2015.
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Limitations and causes
It can be said that the development of the national standards on occupational
skills has initially mobilized the participation of members of enterprises. This
is a necessary condition to ensure the quality of the national standards of occupational skills. However, at present the active participation is mostly by
training institutions, whereas the role of enterprises is passive and dim. This
results in the fact that the qualification of the national standards on occupational skills is limited in terms of relevance for labor market. In fact, there
have been no legal documents stipulating tasks and responsibilities of enterprises with regard to contents related to standards on occupational standards.
At the same time, the system of national standards on occupational skills has
yet to be enforced in order to deal with labour relationship and employment.
1.3. Solutions
Developing the national qualification framework (NQF) and National Vocational Qualification Framework (NVQF)
One of the objectives of the vocational training strategy in the period of 20112020 is to develop a national vocational qualification framework. The strategy
also determines that the development of the national vocational qualification
framework respective to the national education qualification framework is
the key solution to vocational training development. Then, it is necessary to
institutionalize policies and strategies to form a mechanism to introduce national vocational qualification framework into practice, to apply to vocational
education and training system as well as to deal with labour relations. Furthermore, Viet Nam should have the national qualification framework consulting the regional qualification framework to come to mutual recognition of
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qualifications and occupational skills among countries in ASEAN economic
community by 2015. Each qualification and occupation should clarify basic
skills and competence, meeting practical requirements of the occupation.
Evaluating standard output and guaranteeing quality will be conditions for
mutual recognition of degrees/qualifications between Viet Nam and regional
countries and other countries in the world.
Developing policies and mechanisms for enterprises to enthusiastically involve in developing skill standards and standards on occupational competence
•• Firstly, strengthen public relation and dissemination in order to improve awareness of purpose, process and benefits of standards on occupational skills and to evaluate occupational skills for enterprises.
•• Developing policies and mechanisms to regulate the evaluation of occupational skills including financial issues and contribution to the participation in evaluating the national standards on occupational skills
as well as policies for people who have certificates of national occupational skills such as: salary, employment guarantee, qualification continuation, etc.). The promulgation of above documents should as soon
as possible in the next period in order to have performance tools, and
at the same time, encourage employees and employers to participate in
assessment and certification of occupational skills against the national
occupational skills standards.
•• It is stipulated that practitioners have certificates of occupational skills
or certificates of training, especially for noxious, dangerous occupations or those harmful to environment, etc. The recruitment, salary
payment will be based on levels of skills, practice competence or verified degrees or certificates.
Piloting establishment of councils of occupational skills
In current context and conditions of Viet Nam, the development of the national standards on occupational skills is presided over and implemented by
the state through respective responsible bodies. In the long-term, this activity should be undertaken by enterprises and employers through Councils of
Occupational Skills. Viet Nam will select some popular occupations of key
economic sectors to pilot establishment of Sector Councils of Occupational
Skills, consulting experience of some countries such as Australia and Britain.
These councils will be responsible for developing the national standards on
occupational skills, evaluating and issuing certificates of occupational skills,
practice certificates for employees for the respective economic sector they are
in charge of.
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Background Paper on Vocational Training in Viet Nam
TRAINING AND FURTHER TRAINING
OF VOCATIONAL TEACHERS
2. Training and further training of
vocational teachers
2.1. National and international context
National context
The Government has ratified the Strategy for Vocational Education and Training Development in the period 2011 - 2020 in order to concretize the Strategy
for Socio-economic Development and the Strategy for Human Resources Development in the period 2011 – 2020. In the Strategy for Vocational Education and Training Development in the period 2011 - 2020, “Development of
vocational education and training teachers and managers” is chosen as one
of two breakthrough solutions for renovating and developing the vocational
education and training. This is a chance as well as a challenge to the vocational
education and training teachers and trainers (hereafter referred to as Vocational teachers) and managers.
International context
In the context of a dynamically changing world, internationalized production, deeper and widespread science and technology application as well as
division of labour, the quality of labour is the key factor to the success in the
competition for socio-economic development in each country. At the same
time, the competition for high quality labour also takes place more intensively
at the international, regional and national level.
The opening of the markets will create labour mobility between countries.
The process requires that each country must pay more attention to improving
the quality of its human resources; to aiming at exporting qualified labour in
the high-tech sectors, especially to the exchange of VET specialists and trainers. It is an inevitable trend that the countries increasingly strengthen the international cooperation and dialogue on vocational standards for Vocational
teachers in order to mutually recognize the standards across the countries in
the region and in the world.
2.2. The state of vocational teachers of Viet Nam
Quantity and quality of vocational teachers
•• Regarding the quantity, by the end of 2011, the total number of Vocational trainers and teachers (hereafter referred to as the Vocational
teachers) at vocational colleges, vocational secondary schools and vo26
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27
cational training centers is 35,794, comprising 24,219 teachers at vocational schools (12,807 at vocational colleges and 11,412 at vocational
secondary schools) and 11,575 teachers at vocational training centers.
Classified by the qualification level, there are 6,881 teachers at the diploma level, 8,637 teachers at the intermediate level, and 16,149 teachers
at the elementary level as well as 4,127 teachers of general subjects.
•• The quality of teachers has been gradually improved regarding the qualification, vocational skills and pedagogic level: In general, the teachers
at the vocational schools have reached the qualification standards set
as a pre-requisite for teachers in vocational training programs. 18.3%
of the teachers at the diploma level possess a master’s or higher degree;
5.4% of the teachers at the intermediate level have a master’s or higher
degree. 1% of the teachers at the primary level have a master’s or higher
degree. 80.8% of the teachers at the vocational colleges and 71.2% of the
teachers at the vocational secondary schools have fulfilled pedagogic
standards. At the present time, 15.9% of the teachers can only give theoretical lessons, 25.7% of the teachers can only give practical instructions
and about 57.8% of the teachers can do both. 82% of the teachers at the
vocational colleges and 65% of the teachers at the vocational secondary
schools possess command of English at A or higher level, thereof, 23%
and 11% at C level and bachelor’s degree correspondingly. 80% of the
teachers possess computer literacy at A or higher level, thereof, 13% at
C or bachelor’s level.
Training and further training of Vocational teachers
•• Training and further training models:
Direct Training: Graduates from high schools study at Vocational
& Technical Teacher Training Universities or at Vocational & Technical Teacher Training Faculties at universities. The training duration is 4.5 years. After their graduation, they become Vocational
teachers.
Continued Training: Graduates from universities, vocational colleges and vocational secondary schools, skilled labours, craftsmen are pedagogically trained so that they can work as Vocational
teachers.
•• Training and further training institutions for Vocational teachers: At
present, there are nationwide four Vocational teacher training universities, one Vocational teacher training college, some Vocational teacher
training faculties at universities and technical colleges as well as 25 Vo28
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cational teacher training faculties at vocational colleges located nationwide. These institutions perform the task of Vocational teacher training
and further training.
•• Training and further training programs/curricula:
Pedagogic training and further training programs: Curricula for
pedagogic training for Vocational teachers at the intermediate and
diploma level, pedagogic training programs for Vocational teachers
at the elementary level, pedagogic further training programs and
six advanced pedagogic further training programs and documents
according to City & Guilds standards have been developed and
published.
Skills further training programs and documents: 28 professional
further training programs and documents for Vocational teachers
at the diploma and intermediate level and 12 skills further training
programs and documents for Vocational teachers at the elementary
level have been developed and published;
Curriculum-based teaching skills further training programs and
documents at the diploma and intermediate level: 138 programs
and documents have been developed and published.
New technology further training programs and documents: 51 programs and documents have been developed and published.
•• By the end of 2011, 50,000 teachers and managers have taken part in
training and further training programs.
Development of mechanism and policy for Vocational teachers
•• Currently, Vocational teachers are entitled to general policies towards
teachers in the national education system and some particular regimes
and polices towards Vocational teachers such as work regime, regimes
on use, further training and improvement of professional skills; policies
on allowance for teachers when teaching practice of heavy, dangerous
and harmful vocations and specific allowance for vocational teachers
providing training for people with disabilities, etc.
•• The Circular on qualification standards for Vocational teachers has
been promulgated. Based thereon, training and further training programs and policies on benefits for Vocational teachers are developed.
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International cooperation in the training and further training of Vocational
teachers
In the trend of deeper and more wide spreading international integration,
Viet Nam has actively cooperated with other countries in the region and the
world in the field of vocational training, and also performed training and
further training of Vocational teachers according to the programs of industrialised countries in the region and in the world as follows:
•• In the frame of Vietnamese-German cooperation in TVET further
training courses in Metal Work, Industrial Electrics/Electronics and
Mechatronics more than 300 Vocational teachers, and in addition,
pedagogic courses for about 1500 Vocational teachers in Viet Nam
have been supported by GIZ in cooperation with GDVT and the
respective partner TVET Institutes. In long-term trainings in Germany more than 200 young professionals extended their knowledge
about TVET concepts on international level. Comprehensive further
training concepts were developed and successfully piloted in order
to facilitate effective further training of TVET teachers in the above
mentioned fields and to gain experiences regarding developing a consistent system of further TVET teacher training. Reflecting the importance of practical skills for delivering demand and practice oriented TVET, a focal area was a series of practical training for developing
fundamental competencies (e.g. working with hand-operated tools in
metal work) of teachers as a necessary basis towards developing occupational competencies needed for teaching and training modern
technologies (e.g. CNC). In addition, related pedagogical knowledge
and skills were addressed.
•• In cooperation with the International Labour Organisation (ILO),
pedagogic training and further training courses and courses in business and business establishment for 597 teachers according to the U.K
based City & Guilds standards have been carried out.
•• In cooperation with the Kingdom of Belgium (the APEFE-Project),
training and further training courses in skill-based methodology and
in modern teaching equipment development as well in pedagogic development for 160 Vocational teachers have been carried out.
•• In cooperation with the United States of America (the Intel Project), a
skill development further training course for 25 Vocational teachers
has been carried out.
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•• In cooperation with Singapore Technological University, training
courses in curricula development and performance based evaluation
for 50 Vocational teachers have been carried out.
•• Skill upgrade and pedagogic training and further training courses for
145 Vocational teachers in some vocations at the international and regional level according to the Malaysian programme have been piloted.
•• In the framework of the ADB financed Technical and Vocational
Training Project, 2,219 Vocational teachers and managers have taken
part in training and further training courses in curriculum development, skill assessment, teaching equipment development and vocational training management, etc, in the country and in foreign countries.
General evaluation and causes
Achievements
•• Vocational Skills Standards for Vocational teachers (Circular
No.30/2010/TT-BLDTBXH) have been developed and published as a
basis for development of training and further training programs and
formulation of mechanisms and policies for the Vocational teachers.
•• Initially, a network of Vocational teacher training and further training
institutions across the country has been established.
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31
•• Attention has been stepwise paid to Vocational teachers training and
further training, especially to pedagogic and skill training and further
training for the Vocational teachers at the key training institutions at the
regional and international level. Training and further training courses
for Vocational teachers according to the programs from industrialized
countries in the region and in the world have been piloted. As part of
Vietnamese-German cooperation the so-called “three-layer-training”
approach was developed and piloted for “Metal Cutting/CNC” in cooperation with EBG to enable teachers providing demand-oriented training on international level. This approach postulates that practical training, in tight integration with theoretical training, should include three
essential levels (broad fundamental training, trade-specific practical
training, and specialized training under workplace conditions) streamlined with the requirements of the respective (future) workplaces.
•• There are some new changes in the development of training and further
training programs: Pedagogic training and further training programs
have a modular structure and appropriate contents and duration; skill
training and further training programs are updated and adapted in accordance with new technologies and production processes.
Shortcomings
•• There are still some shortcomings regarding mechanisms and policies
for the Vocational teachers. Qualified, skilled, experienced people are
not encouraged to work as a Vocational teacher. There is no preferential
policies for the Vocational teachers so that they can engage themselves
in their career (The salary of a Vocational teacher is low and does not
commensurate with the requirements of Vocational teachers, there is
no exclusive title for the Vocational teachers, etc.); There is not a strong
enough policy in order to encourage and mobilise the enterprises to
participate in training and further training of the Vocational teachers
•• There is a lack of Vocational teachers (The student/trainee-teacher ratio
is 26/1), some teachers have shortcomings in their skills and qualifications.
•• The network of Vocational teacher training and further training institutions is located not evenly. There are not so many institutions in the
Mekong River Delta and in the Northern Viet Nam. The most institutions are located in the Red River Delta.
•• There are not so many (about 40) training vocations at Vocational
teacher training universities in comparison with the list of the current
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33
training vocations. Therefore, requirements regarding the structure of
the Vocational teachers are limitedly met.
•• The Vocational teacher training and further training models show their
shortcomings:
Direct teacher training model: Graduates from high schools study
at universities. After the graduation, they fulfill professional and
pedagogic requirements. But they have shortcomings in vocational
skills.
Continued teacher training model: This model meets the requirements of the training structure. In this model, college graduates
have certain vocational skills, but do not meet requirements of
qualifications. Thus, they can only become instructors if they get
pedagogic training. University graduates possess professional qualifications, but have limits in vocational skills. Thus, they can only
become theoretical teachers when they get pedagogical training.
Causes
•• Currently, the society does not appreciate the position and role of the
Vocational teachers in the training of human resources. Teachers at
other levels in the national education system are more preferred.
•• The Vocational teacher training institutions tend to take a slow step to
renew their training programs in order to improve the quality of the
vocational teachers.
•• The vocational training institutions do not take an initiative in training and further training their Vocational teachers, especially in the upgrade of their skills.
2.3. Objectives and solutions for vocational teachers
development until 2020
Objectives
It is aimed to meet requirements of the quantity of Vocational teachers and
to improve their quality. The training vocations should be evenly distributed,
namely: In terms of the quantity, by 2015 there should be 51,000 Vocational
teachers, thereof: 13,000 at vocational colleges; 24,000 at vocational secondary
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schools. By 2020, There should be 77,000 Vocational teachers; there of 28,000
at vocational colleges and 31,000 at vocational secondary schools. In terms of
quality, by 2014, all the teachers at the key training institutions at the national
level fulfill the qualification, skills and pedagogical standards. All the teachers at the key training institutions at the regional and international level fulfill
the skills and pedagogical standards of industrialised countries in the ASEAN
region and in the world. By 2015, all of teachers at other training institutions
and teachers at the elementary level fulfill the national qualification, skills and
pedagogical standards.
Solutions
In order to achieve the above mentioned objectives, the following basic solutions should be synchronously implemented:
Firstly, the system of mechanism and policies should be improved
Regulations, mechanisms and policies on pay, recruitment, employment,
training, further training, testing and evaluation of Vocational teachers
should be reviewed, supplemented and improved. Professional titles and vo-
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35
cational standards should be developed and published. Salaries of Vocational
teachers should be reallocated. Allowances of the Vocational teachers giving
both theoretical lessons and practical instructions should be determined. Every 2 – 5 years, Vocational teachers should get professional further training
and keep pace with technical updates, new technologies, and teaching methodology as well as take field trips at production and service facilities.
Secondly, there should be a new master plan of the network of Vocational
teacher training and further training institutions
A vocational training academy should be established. New Vocational teacher training faculties at some vocational colleges and three competent centers
should be built in order to evaluate and certificate vocational skills of the Vocational teachers.
Thirdly, activities at technical and Vocational teacher training institutions
should be renewed
New training programs should be offered. New Vocational teacher training
models should be diversified in order to secure that there are enough Vocational teachers appropriately in all training vocations. Besides the traditional
training models, the articulation training model for college graduates to Vocational teacher training universities and the skill upgrading model for graduate teachers from Vocational teacher training universities and universities of
applied sciences should be piloted together with German Development Cooperation.
Fourthly, training and further training should be carried out for Vocational
teachers
•• Training and further training methodology should be renewed. Attention should be paid to practical training and team work. Contents and
forms of apprentice should be renewed. In cooperation with the industry, Vocational teachers should do field trips, qualify their vocational
skills, share their expertise and new technology, etc. with the industry.
•• For the Vocational teachers at key training institutions at the international and regional (in ASEAN) level: Training and further training
should be carried out both in the country and overseas in accordance
with advanced training programs so that the teachers reach the standards and there are enough teachers and the quality is ensured. It is
aimed that by 2015, about 5,000 Vocational teachers get further training.
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•• For the Vocational teachers at key training institutions at the national
level and at other training institution: Training and further training
programs and documents should be prepared in accordance with national standards. By 2015, 23,000 teachers should get the training and
further training and fulfill the national qualification and skills standards.
•• For the Vocational teachers at the elementary level: They should get skill
and pedagogic training and further training in order to conform to the
national standards in this regards.
Fifthly, the international cooperation in the training and further training of
Vocational teachers should be strengthened
•• The international cooperation should be strengthened in order to develop the teacher team. It is aimed at exchanging of Vocational teachers
and experts between the countries in the region and in the world. The
cooperation with some countries with a developed TVET sector in the
ASEAN region and Asia (for example Malaysia, South Korea, Japan,
etc.), the European Union (for example the Federal Republic of Germany, the United Kingdom, etc.) and North America should be strengthened by sending Vocational teachers in these countries or inviting the
experts from these countries to carry out training in Viet Nam.
•• The cooperation in research and exchange of experience in innovative
teaching methods, and in the application of scientific and technological achievements in order to improve the quality of Vocational teachers
should be strengthened.
•• The domestic vocational training institutions should be encouraged
and facilitated so that they actively expand cooperation and carry out
joint training with other training institutions abroad. A favorable legal
framework should be created in order to attract foreign investors and
enterprises to establish high-quality vocational training institutions
and conduct cooperative training in Viet Nam.
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Background Paper on Vocational Training in Vietnam
COOPERATION WITH THE
BUSINESS COMMUNITY IN TVET
3. Cooperation with the business community in TVET
3.1. B
ackground and policy framework of the cooperation
between business community and Vocational Training
Socio-economic and labour market background affecting the cooperation
between business community and TVET in Viet Nam
The Vietnamese Government claims that “Developing and improving the quality of human resources, especially high-quality human resources is considered
a strategic breakthrough,…Promoting vocational training based on social development needs; providing policies and mechanisms for closely linking between
business sectors and training institutions”.
The Vietnamese Government is implementing economic restructuring, including a State-owned Enterprise (SOE) restructuring scheme and a focus on
developing the labour market, which will substantially affect business sectors
and working people.
As a result of labour and employment survey in 2011, overall national workforce is 51.34 million (representing 58.4% of total population), including 50.3
million workers employed in national economic sectors. As at January 1st,
2012, there were 541,000 enterprises nationwide, of which 375,000 are active
with about 10 million employees.
Trading activity on labour market initially developed. Employment relationships were established under market mechanism; labour prices reflected value
of labour in labour market. Labour productivity of Vietnamese workers was
improved. In 2010, labour productivity of workers (by value) reached 40.4
million VND/ person, 2.06 times higher than in 2005. Yet, Viet Nam labour
productivity remains slightly low compared to regional nations.
Policy on the cooperation between business community and
Vocational Training (past, present)
Regarding employment, vocational training and the link between labour demand and supply
•• Labour Code of Viet Nam reserves a separate chapter for “Trade apprenticeship, training, retraining and improvement of vocational skill
and level” which stipulates responsibilities of enterprises in vocational
training, retraining, improving vocational skill and level for workers...
Forms of linking supply and demand of labour market are actively pro40
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41
moted and operate efficiently: employment service network was created
with near 140 employment service agencies in all localities across the
country.
•• The State has issued a number of policies to increase accessibility to
TVET services for employees, for specifically:
(i). Encouraging employees to participate in vocational training
courses by facilitating them preferential loans to participate in
training;
(ii). Encouraging self-training among enterprises by enabling enterprises to include human resource training costs into production
costs and product price;
(iii). Free-of-charge vocational training by providing a number of
TVET projects for workers from vulnerable groups in the society.
Regarding labour price
Legal regulations and policies on the reform of wage mechanisms towards
granting autonomy for enterprises in determining wage expenses and payment of wage based on labour productivity and business performance.
3.2. Status of cooperation between business community
and TVET institutions
Trained workers are supplied to business sector through TVET institutions
(including enterprise run TVET institutes) and on-the-job training in enterprises. This paper shall focus only on enterprise-based TVET and cooperation
between TVET institutions and enterprise-based training.
a) Vocational training at enterprise-based TVET institutions and at enterprise workplace:
•• Number and structure of TVET institutions of enterprise
Up to date, there exist nearly 200 TVET institutions of various enterprises with 119 vocational secondary schools and colleges (accounting
for 27% of total vocational colleges and secondary schools), including
34 vocational colleges (representing 25% of total vocational colleges)
and 85 vocational secondary schools (representing 28% of total vocational secondary schools).
Most of major corporations and business groups offer TVET schools to
partly respond to their workforce needs, contributing to supply to society. Enterprises, particularly large-scale foreign-invested and private
ones have actively engaged in TVET delivery, training and vocational
skill fostering for employees as required by enterprises.
Among total TVET institutions of enterprises, number of institutions
in private business sector accounts for 67%.
•• Enrolment and post- training recruitment
During recent periods, number of TVET schools of corporations participating in vocational training has progressively increased: in 1998,
number of people accessing to long-term training is 15,300; in 2006:
60,102 people; in 2010: about 100,000 people.
Numerous schools of major business groups offer relatively large-scale
training such as schools of VINASHIN group (annually supply around
6,000 to 7,000 technical workers and suppose to reach 12,000 to 13,000
ones in upcoming years); schools of LILAMA group (annually supply
from 3,000 to 4,500 employees at vocational college and secondary levels). Over approximately 40 years, petroleum vocational colleges have
trained and fostered more than 70,000 employees, over 15,000 technical workers with 27 different occupations, etc to supply to petroleum
enterprises.
By December 2011, there were over 283 Industrial Zones (IZs), Export
Processing Zones and Economic Zones (collectively referred to as IZ),
attracted nearly 2 million active workers (both in and around Industrial Zones). In addition to admit workers from TVET schools, some enterprises in the IZs have offered vocational training for newly recruited
workers; and provided retraining or skill fostering delivery for workers.
Some IZs have established TVET schools or vocational training centers
which initially operate effectively such as Hanoi IZ, Vinh Phuc IZ, Bac
Ninh IZ, Dung Quat IZ, Binh Duong IZ, etc.
TVET delivery of business sector for workers in various forms becomes
increasingly popular and leaves positive impact on enhancing TVET
qualifications and quality. Enterprises normally deliver vocational
training in three main forms: on-the-job training, full-time training
inside or outside enterprises, in which the earlier is dominant (representing 63.6% of total trained workers)
•• Funds and capital resources for TVET
Of overall funding sources for TVET, contributions from business sector account for about 10%. This source primarily supports (indirectly
or directly) TVET institutions of enterprises; a minor part is for vocational training of TVET institutions outside enterprises.
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Figure 1: Structure of financial resource for TVET
Financial resource structure for TVET in 2009
State Budget
Learners
Enterprises
Institutions
FDI
Source: General Department of Vocational Training
According to a quick survey conducted by the General Department of Vocational Training (GDVT), supporting funds from parent groups, corporations
(including affiliated companies) accounts for 60% to 70% of total TVET costs
at institutions of enterprises.
b) Business community involvement in TVET and linking between TVET
institutions and business community
•• Business community involvement in TVET
The business community has engaged itself in various TVET activities
ranging from identification of training occupation list, development of
curricula based on occupational analysis, to composing of textbooks,
teaching materials. Enterprises’ participation in TVET is presented in
both levels: policy level and training activity level.
At policy level, enterprises directly participate in developing list of
training occupations, developing standards and evaluating national
occupational skills; formulating framework curricula, etc.
•• Development of national occupational skill standards
All procedures of developing standards for national occupational skills
from occupational analysis, work analysis, composing of standards to
implement, to quality appraisal and evaluation of national occupational
skills standard set foresee participation of enterprise’s representatives.
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45
Such representatives in Board of Chairmen in charge of developing
standards for national occupational skills account for about 50%. Business sector involvement is shown in every stage of occupational analysis, work analysis, developing list of training occupations, composing
of national occupational skill standards. Appraisal of standard sets of
national occupational skills involves at least 30% of members who are
active employees of enterprises offering occupations to be developed in
national occupational skill standard aspect.
Bank of exam topics for assessment of national occupational skills
should be composed by experts who took part in developing standards
for national occupational skills or those granted vocational skills auditor card based on experiences in production, research, technology
transfer or vocational training for working people activities.
•• Development of framework and training programs
TVET programs should be developed based on demands from actual
production; on the basis of analyzing tasks, works of employees, training modules integrated between theory and practice shall be designed
ensuring relevance.
Enterprises assign experts to participate in developing training programs to increase consistency with production technology of business
sectors. Experts shall engage themselves in all stages ranging from task
analysis to training modules design.
At the level of training activity, senior experts, technicians and skilled
workers of enterprises shall be invited to TVET institutions to participate in guiding vocational practice for trainees, in evaluating academic
results of learners and in end-course graduation council.
•• Contribution of funds for training activities
The business community supports regular operating funds including:
part of wages for Vocational teachers, staff; funds for developing training infrastructure and equipment. Some enterprises support their affiliating TVET institutions a portion of funds spent on basic construction,
practical workshop, dormitory or support training equipment corresponding to production technology of enterprises. Funds are primarily
mobilized from groups and corporations (around 56%), the rest comes
from investments of enterprises under groups, corporations, governing
body or State budget, tuition fee, etc. Funds from State budget mainly
reserve for State-owned enterprises (directly or indirectly).
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47
Figure 2: Structure of TVET funds in enterprises
2009
2010
2011
Funds from other sources
Funds of enterprises under groups/corporations
Funds of groups/corporations
Funds of governing bodies
•• Forms of linking and association
The linking between TVET schools and business community has
emerged during recent years. The school-enterprise association reveals
numerous advantages: learners can access employability responding to
actual needs of enterprises; vocational knowledge and skills acquired
from training meet benefits of both learners and employers. In addition to theoretical training at schools, learners are also facilitated in
practicing right on active machines and equipment used in enterprises,
enabling learners to apply acquired knowledge and improve skills. Such
association in training contributes to enhance understandings between
school and enterprise. TVET institutions have no need of additional
capital for practice equipment procurement while learners seem to be
more absorptive of training contents. As for the business community,
enterprises may utilize trainees to create new products or have options
of skilled employees. GDVT’s survey also reveals that about 40% of enterprises in demand have created linkage with TVET institutions in
vocational training.
•• Forms of school – enterprise cooperation are various, including:
Enterprise-based apprenticeship delivery for trainees is a widely known
form of support of enterprises for affiliating TVET institutions. Besides,
self-training or TVET contracting with institutions, improving skills
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for active employers in enterprises are also included. Vocational skills
fostering and improvement, updating of new technology transfer are
common and relevant to practical needs and conditions at majority of
current enterprises.
Figure 3: Correlative proportion between number of employees
fostered vocational skills and trained under three levels
of qualification
Number of employees
working in enterprises
fostered vocational skills
Number of employees
working in enterprises
fostered vocational skills
2009
2010
2011
Enterprises shall invest in practical equipment for schools, support regular
operating funds to pay a part of wage for Vocational teachers, staff in TVET
institutions and funds spent on developing infrastructure, training equipment. Some enterprises support their affiliating TVET institutions a portion
of funds spent on basic construction, practical workshop, dormitory or support training equipment corresponding to production technology of enterprises.
Senior experts and skilled workers of enterprises are assigned to directly participate in teaching, assessing learning outcomes in vocational schools.
Graduates from vocational schools are admitted to work in enterprises. As a
result of close linkage between training and labour needs of enterprises, most
graduates from vocational schools are admitted to work in involved enterprises. Percentage of employed graduates from enterprise’s TVET institutions
ranges from 90% to 95%. Schools affiliating enterprises provide training not
only for enterprises themselves but for others and society. According to a
quick survey of GDVT, proportion of graduates working in enterprises represents only around 46% for vocational elementary and secondary levels and
around 23% for vocational college level.
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49
2009
2010
2011
Figure 4: Proportion of graduates and employment
in enterprises after graduation
Proportion of graduates by qualification level
Proportion of graduates working in enterprises by
qualification level
6,7 31,0
26,3 36,0
29,6
55,4
43,6
Proportion of graduates by qualification level
Proportion of graduates working in enterprises by
qualification level
13,3 24,9 23,9
37,9
14,7
42,8
Proportion of graduates by qualification level
Proportion of graduates working in enterprises by
qualification level
11,8 25,7 24,1
42,7
24,2
39,8
23,1
31,4
38,4
53,1
42,8
Vocational college level
Vocational elementary level
Vocational secondary level
Vocational training under 3 months
The survey demonstrates that major forms of school – enterprise linking consist of:
•• Enterprises assigning employees to join training to improve occupational knowledge (representing about 40% of enterprises);
•• Enterprises contracting with vocational schools for training (37.1%);
•• Enterprises agree to guide apprentice (28.6%);
•• High skilled workers participating in vocational training at TVET institutions (5.7%);
•• Enterprises admitting to further training of vocational practical skills
for Vocational teachers (6%); etc.
In addition to training cooperation between TVET institutions and enterprises, there also exists occupational consultancy service for trainees. As for enterprises, consultancy involves works and requirements needed by employees,
so that learners may give relevant option of occupation corresponding with
their capacity and interest. As for schools, consultancy facilitates learners in
accessing enterprise’s information for employability after graduation. Many
schools have formed a division in charge of occupational consultancy for students with close association with enterprises.
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51
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3.3. Cooperation with the Federal Republic Germany in piloting the development of tailor-made training packages
for enterprises and cooperative training modes
In late 2011, NIVT with the support of GIZ has developed and conducted a
research on “training packages” for enterprises that aims to meet the demand
for specific skills for each working position by upgrading their employees accordingly. Currently, a number of training courses have been held for selected
resource teachers to improve their competencies related to developing training modules in the frame of a modular training curriculum based on training
needs analysis in and with enterprises.
As result of a Public-Private Partnership of GIZ in cooperation with the European Association for Vocational and Social Education (EBG), teachers further
trained in conventional and CNC metal cutting are able to implement practice-oriented initial training at their TVET institutes. Also, they further train
colleagues from their TVET institutes and support the nationwide training of
teachers. Along with the improved initial-training course, the qualified teachers implemented training courses for workers from industry. In this way, the
TVET institutes also opens up to a new business area to provide training for
workers from industry and to qualify professionals for the international job
market.
In cooperation of two German enterprises (BBraun and Messer) and UTE
Hung Yen, supported by GIZ, a cooperative training programme at college
level in Mechatronic will be piloted. This is a new form of cooperation between vocational training institutions and enterprises in conducting practiceoriented training according to the needs of enterprises. The trainee will be
trained in school and in the enterprise through an agreed upon structured
and systematic apprenticeship program. The training contents reflect the
needs of the enterprises by a jointly developed training programme. After 3
years of education and training the graduates will have good chances to get
employed at the enterprises. NIVT will accompany the programme to draw
lessons learnt for multiplication of that model and feeding back experiences
into the TVET system development process.
Demand oriented cooperative TVET modes of delivery with an emphasis on
practical training are also applied in the partner TVET-institutes of Vietnamese-German Cooperation, using jointly developed state of the art TVET modules as well as training and learning materials to provide training following
the demands of the world of work.
In the frame of the Vietnamese-German Programme Reform of TVET fur-
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53
ther initiatives are taken to strength the collaboration of TVET institutes and
enterprises on policy and institutional level.
General assessments
Achievements
During recent years, vocational education and training for and at enterprises
have obtained some achievements, for specifically:
•• TVET system has shifted its orientation based on needs of labour market and business sectors. The process of developing list of occupations,
vocational skill standards, TVET curricula, etc has involved active participation of the business community.
•• TVET institutions have gained positive changes, delivered training
based on need of labour market and business sector.
•• Enterprises actively provide vocational training to meet their own
needs. On-the-job vocational training exemplifies good model to foster
and improve skills for workers of enterprises.
•• Various forms of school – enterprise cooperation have come into existence.
•• Linking between TVET institutions and business sector is an efficient
form of operation, bringing practical benefits to both parties. TVET
institutions may acquire standardization-oriented specification, while
enterprises may employ skilled workforce corresponding to business
production requirements and cost savings.
Limitations and reasons
Limitations
Despite certain achievements, cooperation between enterprises and TVET institutions remains several limitations, namely:
•• Development of national occupational skill standard currently faces
difficulties due to the lack of national vocational qualification framework in Viet Nam. Active participation primarily comes from TVET
institutions side.
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•• Number of vocational schools in enterprises is slightly low with smallscale training scope; some schools fail to respond to demand of enterprises themselves, making such enterprises employ trained workers
from outside.
•• Structure of training occupation and sector has not yet been consistent
with structure of enterprise’s business lines; new training occupations
have not been supplemented as required by enterprises.
•• Despite the reform of training curricula, it has not kept up with the
development of science and technology; learners are trained basic skills
of training major but lack of creativity and flexibility to respond to enterprises’ characteristics;
•• Mobilization of experts and great engineers from enterprises to participate in training, advising, testing and assessing quality have not regularly and continually implemented
•• Since 2006, the Government has not allocated funds for regular spending for schools affiliating SOEs; these schools are highly capable of
training but due to untargeted projecting, training provided for groups
and corporations is limited and irrelevant to actual demand.
•• Practical skills and adaptability of trained employees to enterprise’s
technology changes remain limited.
•• Capital mobilization of business sector for TVET is mainly carried out
through stimulus. Vocational training funds was stipulated in Law on Vocational Training in 2006, yet to date this fund has not been implemented
due to the lack of detailed instruction of implementation of the Law as well
as mechanisms for management and use of capital under the funds.
•• Business community involvement in vocational training operation at
both policy and direct training aspects is not explicitly defined as binding due to the lack of specific mechanisms and policies.
Shortcomings and Causes
•• The legal framework governing TVET is incomplete and inconsistent.
Mechanisms and policies of the state on vocational schools affiliating
business sector are slightly slow and incomprehensive despite having
been already adjusted. Several promulgated policies (tax, preferential
credit, tuition fee, etc) are underutilized and stimulate sustainability
and development of vocational schools under business sector.
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55
•• There has been no consistent and explicit mechanism for vocational
schools under State-owned enterprises, particularly the schools under
privatized State-owned enterprises.
•• Legal documents on rights and obligations of enterprises in training
operation are deficient and fail to bind enterprises’ responsibility in
implementation.
•• Business sector is not fully aware of its obligations in vocational training. They have not come to realize the matter of fact that sustainable
development of enterprise requires improvement of human resource
quality.
•• Governing bodies have also not yet paid full attention to the role of
vocational schools run by enterprises, targeting to relevant investment
in their development.
•• There exists no consistence in terms of information, forecasting of labour
needs of enterprises between vocational schools and business sector;
some enterprises neglect the improvement of skills for active workers as
well as interests of employees after improving qualifications and skills.
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3.4. Some orientations and measures for school –
enterprise cooperation in TVET
Orientations:
Demand-oriented training becomes an effective TVET principle which has
been and will be implemented in all developed countries in the region and the
world. Vocational training based on needs of labour market and business sectors is one of the guiding viewpoints specifically defined in Vocational Training Development Strategy in 2011-2020 period.
•• Vocational training development shall be linked to the development
strategy of industrial zones, industrial areas and economic groups.
•• Priority shall be taken to meet the needs of trained human resource for
enterprises in key economic sectors.
•• Training content, curriculum and facilities shall be reformed, quality of
teachers shall be improved
•• Close relationship shall be established between TVET institutions and
enterprises during training and utilization of employees. Enterprises
shall arrange human resource by themselves based on business development strategy and plan. For contracting high-quality technical workers, the link with TVET institutions shall be created to meet the needs
of enterprises. Depending on capacity and conditions of enterprises
and TVET institutions, training or retraining shall be implemented for
employees.
•• Compatibility of training and the needs of enterprise in terms of size,
industry structure, structure of training levels shall be secured; proportion of learners receiving training in enterprises and at workplace shall
be increased.
Solutions:
a) Regarding policy and mechanism:
Mechanism and policy for enterprises participating in TVET includes:
•• Policy on supporting enterprise involvement in TVET;
•• Policy on defining responsibilities of enterprises upon admitting
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57
trained workers (minimum wage for trained employees corresponding
to their qualifications and occupational specification);
•• Policy on experts, high-skilled technical of enterprises involved in TVET, etc;
•• Enterprises of which TVET operation and training costs are included
in price.
•• Policy on employing trained workers (at TVET institutions of enterprises) and self-improvement of skills during the work.
•• Increasing involvement of Professional Association. Mechanisms for
close coordination between the state agency in charge of labour affairs
and representatives of employers, employees, professional associations
and TVET institutions are needed to identify enterprise’s demand on
labour and develop the list and standard of occupation.
•• Completion of policy and mechanism to attract foreign investors, including German enterprises, to cooperate with TVET institutes in Viet
Nam to develop training programs, corresponding to the specific employment requirements for qualified labourers, particularly of foreigninvested enterprises in Viet Nam.
b) Association of labour market and business community involvement
For TVET institutions
•• Actively defining number, scope of training based on capacity of institution and enterprise’s demand; developing curriculum in accordance
with enterprise’s demand; reforming training method and procedure
to student, apprentice-centered and enterprise’s needs driven training.
•• Involving enterprises in training process: in council of the school, in
developing curriculum and composing textbook, in teaching, testing
and assessing learning outcomes, etc.
•• Participating in training, improving vocational knowledge for workers with skills obtained from enterprise-based training or accumulated
through working.
•• Establishing business sector relations department in training operation to grasp the needs of enterprises and cooperate with enterprises in
training operation; boosting the contract on training with enterprises.
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•• Collecting information on trainees after graduation.
•• Making career counseling for learners.
For enterprises:
•• Enterprises should formulate their human resources development strategy and plan consistent with their business strategy and plan.
•• Developing TVET institutions in enterprises; enhancing on-the-job
TVET and training, retraining employees to improve skills.
•• Enterprises take prime responsibility for providing vocational training
for themselves (self-training and retraining for employees of enterprises
and coordinating with TVET institutions for training and training order);
•• Taking responsibility for contributing to vocational training funds; simultaneously participating in training activities such as development
of skill standards, identification of the list of occupations, development
of curriculum; assessment of learning outcomes of trainees, involvement in assessing vocational skills for trained employees, etc.
•• Being responsible for providing information about employment needs
(number of recruited employees by occupation and qualifications, physical requirements, other capacities, etc.) and mechanisms for employees
(wage, working environment and conditions, benefits, etc) for TVET
institutions and providing regular feedback of satisfaction degree with
training “product” to institutions.
•• Facilitating students from TVET institutions in internship at enterprises; Vocational teachers in business trips at enterprises.
•• Providing new products of enterprises to equip TVET institutions with
training facilities;
•• Providing enterprise-based TVET delivery in different ways for newly
recruited employees without vocational training and skill improvement; grating certificates to employees.
•• Facilitating employees in study to improve qualifications.
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Background Paper on Vocational Training in Viet Nam
FINANCING OF TVET – ENSURING THE
SUSTAINABILITY OF TVET FINANCING
4. Current situation of TVET financing – proposals for
the reform of financing mechanism for TVET to 2020
4.1. Status of funding sources spent on TVET
During recent years, together with increasing attention from departments at
all levels and huge efforts of State management agencies and TVET institutions, public awareness and capital resources spent on TVET have positively
changed.
•• Public funding for TVET continually increased from 4.7% in 2001 to
8% in 2010 of total state spending in education and training. In which:
regular spending was tripled, spending on basic construction increased
by five times, spending on TVET under National Target Program
(NTP) increased by six times.
•• Resources spent on TVET started to develop under socialization orientation. Average investment structure for TVET in 2001-2010 period is:
public funding constitutes 60%, trainee’s contributions constitute 20%,
business sector’s contributions constitute 5%, other sources constitute
around 15%.
•• Increasing capital resources spent on TVET plays important role in
recovering the nation after a long period of depreciation, progressing
to reform and developing, to better respond to the needs of technical
workforce directly involved in business production and service sector, contributing to the course of socio-eco development. Expansion of
TVET institutions network and issuance of TVET-support policies for
ethnic minorities, demobilized soldiers, the poor, the invalids, people
in rural areas, etc have facilitated many people in accessing to vocational training, substantially contributing to social equality.
Constraints and reasons
Although Viet Nam economy has strongly transformed into the socialistoriented market economy, financial mechanism for education and training
generally and for TVET particularly slowly progresses. It basically remains a
highly subsidized mechanism in term of mobilization, allocation and use of
capital resources, working staff, etc, for specifically:
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Regarding mechanism for mobilizing capital resources spent on TVET
Capital resources from public funding for TVET
•• Averagely over the past 5 years, overall public spending on TVET of
0.4% of GDP is still too far from actual requirement of TVET. Meanwhile, the EU nations spend (in 2003) over 1% of GDP on vocational
training (such as Finland: 1.1% of GDP; Czech, Hungary, Netherlands,
Slovakia: 1% of GDP, Switzerland: 1.08% of GDP). Therefore, it has not
strongly promoted TVET development to respond to skilled workforce
demand for the cause of industrialization and modernization. On the
other hand, capital resources mobilized from Government bonds, lottery, etc, are only used for funding other fields of education and training but not for vocational training.
•• Growth rate of TVET enrolment over years has increased triple against
capital resources from public funding for vocational training. Public
funding only affords to guarantee vocational training by its average increase annually, while other financial capital resources spent on TVET
have no sign of growth; together with increase of practice materials’
price and escalating inflation, etc, funds for capital funding for a vocational training place has constantly fallen during recent periods as a
consequence.
•• The lack of capital source for TVET leads to untargeted allocation of
public funding; some funds are “perfunctorily” provided without arrangement of required amount. Therefore, investment duration is
lengthened, making budget underutilized.
•• Financial resources fail to respond to the concentration of sufficient
funds by particular occupation, occupational group, focal schools accessing to regional and international level, core economic regions,
regions of difficulties such as the Northwestern, Western Highlands,
Southwestern, etc.
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Contributions from vocational trainees
•• Despite modification in policy on vocational training tuition fee, this
contribution responds to only around 20% of overall spending on
TVET. As for vocational training, the costs of infrastructure, equipment and practice materials are pretty high.
•• Training fee level paid by vocational trainees is presently not as high
as required, but for low-income learners the existing fee level already
creates a headache. That’s why increase of fee level by more than 20% of
total vocational training spending targets: correct and adequate calculation of costs while ensuring TVET quality and provisional savings for
TVET institutions seems to be infeasible. On the other hand, if training
fee is increased, learners could not afford, which affects scope of enrolment. Yet, if existing fee level keeps unchanged, teaching and learning
quality will not be assured.
•• Inadequacy in tuition fee policy together with inconsiderable increase
of investments under public funding (even cut-down in case of Stateowned educational institutions) have created difficulties for trainees in
several occupations demanding high training fee, high employability
and income.
•• Regulations on exemption, reduction of tuition fee, support in vocational training fee and mechanism of collecting tuition fee exist various procedures putting trainees in difficulties. Vocational trainees at
poverty threshold may not access high quality vocational training at
some prestigious TVET institutions due to high training fee under high
quality TVET program.
Contributions from business sector
Currently, enterprises of all economic sectors in the nation have not performed their contribution obligation for vocational training as “employer of trained workforce”; current contribution of 5% over total spending
on TVET is apparently too low. Due to the absence of mechanism and
policy to stimulate active engagement of enterprises in TVET activities
(including enterprise-based training and cooperation with TVET institutions), resources from business sector have not been made use of.
Non-business income, revenue of TVET institutions
•• In fact, income from production, service supply, etc, at TVET institutions in Viet Nam is not high. Reasons partly come from limitations
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in infrastructure of these institutions, which restrict the utilization for
generating income. Moreover, there still exists idea of dependence and
hesitation to change management mechanism among TVET institutions; activeness and creativeness are not properly promoted to exploit
all revenues in TVET sector.
•• Assessment, classification and ranking of TVET institutions have not
yet implemented to create a competitive brand among them; Empowerment of self-controlling and self-responsibility in respect of finance
in TVET institutions progresses slowly. Therefore their strength potentials are not promoted to actively engage in production, service supply
to generate income.
Loans and contributions from domestic and foreign organizations,
individuals
Loans and contributions from domestic and foreign organization, individuals currently account for about 15% of total spending on TVET. Yet,
financial mechanism and policy on using this fund still remain many
problems:
•• Domestic and foreign loans for TVET are limited in both quality and
quantity; disbursement process is complicated and involves numerous
levels, agencies, etc. Thereby, loans are often slowly disbursed, which
lengthens project duration. And normally such loans are not fully disbursed as envisaged in the signed Agreements, making counterpart
funds inadequately allocated and underutilized.
•• Indeed there exists no mechanism for mobilizing and using contributions from domestic, foreign agencies, organizations and individuals
for TVET, then sometimes these institutions dare not receive grants.
On the other hand, volunteers envisaging contribution to TVET acquire inadequate information while procedure is unclear and unfavorable.
Regarding mechanism for public funding allocation to TVET
•• The State management agency in charge of TVET hardly grasps total
sector budget. As function assigned, Ministry of Labour – Invalids and
Social Affairs (MoLISA) should have cooperated with Ministry of Finance, Ministry of Planning and Investment to engage itself in allocating sector budget. Yet indeed, MoLISA merely accesses to NTP budget
but regular spending and basic construction spending.
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•• Coherence between TVET objectives and annual budget allocation
have not really promoted TVET development. Traditional way of budget management without associating budget allocation with implementation of TVET objectives leads to inefficiency; budget managers only
reveal big number of public TVET spending regardless of TVET levelbased training structure and scope.
•• There exist a short-term vision and inactiveness in funding source for
TVET. Estimates, allocation and budget management currently drive
attention only to immediate benefits rather than medium and long-term
vision and goals. It is because budget allocation is heavily dominant by
budget management principles, for instance: estimates are invalid once
fiscal year ends, or finalization just focuses on whether budget spending
fully covers estimates or not, paying less attention to TVET objective
and efficiency of budget utilization
•• Public funding allocation to TVET is presently based on budget revenue, scope of “input” enrolment and not on “output” quality, effectiveness of training; Focus of allocating financial resources is rather wide
and untargeted, no priority is given to concentration of allocating based
on target occupation, sector and level of international, regional or target
TVET institutions.
Regarding mechanism for utilize financial resources for TVET
•• The existing gap between actual demand on adequate funding for
TVET and de facto estimates allocated to TVET is slightly wide. As
current financial resources for TVET spent at high number are scarce
(around 0.4% of GDP), while scope of vocational enrolment increases
by 16% over previous year, together with escalating price and inflation,
slow disbursement due to slow assignment of annual budget having to
return to State Treasury, etc, make investment unit cost for TVET substantially reduced and far from actual needs of spending on qualitysecured TVET.
•• Issuance of mechanisms for and policies on utilizing financial resources
for TVET is heavily theory-oriented, not based on actual spending on
TVET. These mechanisms, policies have not motivated and facilitated
organizations, individuals to use public funding for TVET; meanwhile,
mechanisms for public spending management fail to inspire self-controlling. Even some hinder investment implementation.
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4.2. Some proposal for the reform of financing mechanism
for TVET by 2020
Viewpoint and principle of reforming financial mechanism for TVET
•• Investment in vocational training is pro-development investment;
•• Reform of TVET investment mechanism and policy should be based on
adequate calculation of TVET costs by each training level, occupational
group, from which propose solutions to mobilize financial resources to
secure requirements on scope of training, TVET quality and socio-eco
development;
•• Public funding holds dominant role in TVET investment, yet it is necessary to enhance socialization to drive attention of overall community
to the cause of vocational training.
•• Reform of financial mechanism for and policy on TVET should pursue
efficiency improvement of mobilizing, allocating and using investment
resources, linking vocational training with labour market needs; concentrating resources for quantitative increase and qualitative enhancement of vocational trained workforce.
Regarding identification of financial needs for TVET by 2020
Based on “Vocational Training Development Strategy in 2011-2020 period”,
MoLISA envisages TVET investment need by 2020 of around 250,000 billion
VND, including:
•• Regular spending: 105,000 billion VND;
•• Development investment spending: 95,000 billion VND;
•• NTP spending: 50,000 billion VND.
Intended measures to mobilize TVET investment by 2020:
•• Public funding is of 150,000 billion VND, representing 60% of overall
TVET investment and increasing from 8% in 2010 to about 15% in 2020
over total public spending on Education-training, equivalent to around
0.8-1.1% of GDP.
•• Social mobilized funds (tuition fee, grant aid, contributions from business sector, non-business income, revenue; lottery, Government bonds,
etc.) is of 100,000 billion VND, representing 40% (in which: tuition fee
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is of 50,000 billion VND, accounting for 50% of social mobilized funds
and 47.6% of overall regular spending on TVET).
Measures to reform financial mechanism for TVET by 2020
a.
Reform of mechanism for and policy on financial resources mobilization for TVET investment
Public funding plays leading role: Due to TVET feature of large investment in infrastructure and high cost of practice materials while TVET
learners are mainly the poor. Thereby, public funding remains its leading role, contributing to increase absolute number of spending in TVET,
aiming to implement TVET policy based on qualification level to acquire high quality to respond to requirement of industrialization, modernization cause; disseminating TVET for workforce,etc; a spending of
60% of total TVET capital investment should come from public funding
as priority, to attaining 12% of overall state budget spending on education – training by 2013 and 15% in 2015-2020 period. In which:
•• Needs of regular spending on TVET shall be identified based on needs
of quantity, qualification structure of vocational trained workforce and
expected minimum regular spending on each TVET qualification level
for general TVET. Expected training costs for high quality TVET at
international, regional and national target level are as follows:
Vocational college level: spending is expected of 10 million VND/
student/year in 2013 and progresses to 10 million VND/student/
year by 2020.
Vocational secondary level: spending is expected of 8 million VND/
student/year in 2013 and progresses to 15 million VND/student/
year by 2020.
Vocational primary level: spending is expected of 5 million VND/
student/year in 2013 and progresses to 8 million VND/student/year
by 2020.
•• Vocational teacher’s wage: based on wage reform roadmap of the Government, needs of teachers and management staff‘ wage in 2011-2020
period is of 52,500 billion VND, representing 50% of regular spending;
•• Capital investment in TVET infrastructure and equipment is defined
based on overall investment needs of each occupation, sector and institution. For specifically: priority will be given to concentrating com-
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prehensive investment in 26 occupations to obtain international level;
49 occupations to obtain regional level and 107 occupations to obtain
national target level, aiming to attain 40 high-quality TVET institutions by 2020.
Training tuition fee is calculated and formulated based on hereunder
principles:
•• Tuition fee level must be formulated based on calculating sufficient
training costs for each level and occupation. For non-public TVET institutions, tuition fee must ensure to cover regular spending, savings for
development investment; for public TVET institutions, tuition fee is a
supplement to secure training costs together with public funding and
other sources;
•• Public funding should be assured to cover tuition fee exemption and reduction policy for trainees from policy targeted group, the poor, ethnic
minorities, people in remote areas, learners of occupation encouraged
by the State, exceptionally heavy and hazardous occupations having
difficulty in enrolment in TVET institutions (regardless of public or
non-public institutions);
•• Budget support should continue to be provided to implement preferential credit policy for students, especially for vocational trainees to cover
living and training costs; tuition exemption mechanism for students at
schools of pedagogy should be changed into preferential loan during
study, and debt shall be relieved if graduates become teacher.
•• Current proportion of tuition fee payment should be reduced from
20% to 15% of overall spending on TVET by increasing contributions
from business sector from 5% to 10% in 2015-2020 period, targeting
to extend scope of TVET enrolment and enhance TVET quality while
raising responsibility of enterprises as employers of vocational trained
workforce.
Contributions from business community to TVET
Relevant mechanism and policy should be formulated to mobilize far-reaching participation of enterprises (entire enterprises of all economic sectors), in
the forms of business-based TVET delivery, TVET infrastructure investment;
associating with TVET institutions to facilitate teachers and trainees to get
practical training etc, and making contributions as duty to Vocational Training Development Fund based on number of trained workers at the enterprises.
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Total contributions from business sector must represent 10% over total investment in TVET in 2015-2020 period.
Revenue of TVET providers from production and services activity
Expanding production in association with practice of trainees from TVE institutions to improve their practical skills and generate income for additional
training funds. By 2015, entire public vocational secondary schools and vocational colleges conduct researches, apply science and in vocational training
to benefit the society and generate income for TVET investment representing
3%-5% of total investment in vocational training.
Loans and contributions from domestic and foreign organizations, individuals
Foreign loans for TVET may diminish in upcoming period, yet contributions
from domestic and foreign organizations, individuals are supposed to progressively increase. The Government should formulate policy and mechanism
for foreign cooperation, investment in TVET field in generous and favorable
way to mobilize far reaching participation of domestic and foreign organizations, individuals; Priority should be given to projects of foreign funds for
TVET development, particularly projects of technical assistance, infrastructure and equipment investment, curricula and learning material development;
training, retraining for vocational teachers and management staff.
b.
Reform of mechanism of allocating, utilizing state budget funding
for TVET
Mechanism for public funding to TVET
•• MoLISA is responsible for grasping overall financial resources for TVET
sector, entitled to join with Ministry of Finance, Ministry of Planning
and Investment in allocation and assignment of annual public funding
estimates for TVET;
•• Allocation of public funding should be targeted to respond to the needs
of extending scope and improving TVET quality, particularly capital
investment to develop TVET institutions, access to international, regional and national target level while securing funds for vocational
training at college and secondary level as annual scope of training;
•• Allocating capital funds to TVET institutions having difficulties in enrolment, infrastructure and equipment of the Northwestern, Central
Highlands, Southwestern provinces, and TVET institutions in districts
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with high proportion of poor households, the revolutionary base areas;
required occupations, sectors for socio-eco development with difficulty
in enrolment (high cost of training, learners do not want to learn, etc);
•• Spending norm for each training level, occupational group and occupation must be released by 2015 to act as basis for assignment of budget
estimates and ensuring TVET quality, creating equality among sectors,
occupations or regions, etc.
Mechanism for public funding use in TVET
•• Progressing to change from “input”-based public funding allocation to
“output”-based spending on training fee, for specifically:
Replicating TVET order for occupations of high-quality training.
Scope of target learners should be extended with priority given to:
those who have the merit of assisting the Revolution, the poor, ethnic minorities, etc; progressing to perform tender scheme, TVET
order for qualified institutions for TVET based on employer’s
needs. Public funding for tender scheme and TVET order targets to
represent 50% of the total state budget spending for TVET by 2015,
90% by 2020;
Assigning public funding estimates for TVET on medium basis
from three to five years. The State coordinates with TVET institutions to actively determine financial resources for TVET in medium
period; securing consistency between allocation and assignment of
public funding estimates for TVET, linking assignment with TVET
output. This mechanism may concretize priority policy on public
funding arrangement for focal and targeted tasks of TVET in each
period while ensuring sustainability of public spending and attainment of defined objectives of TVET;
•• Formulating set of criteria and procedure to evaluate efficiency of using
public spending in TVET to act as basis for evaluation of efficiency of
public spending on TVET./.
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TVET Quality Breakthrough
TVET Quality Breakthrough
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