The influence of context factors on the management of vocational training at the district level vocational education and training centers in the central highlands provinces

THE INFLUENCE OF CONTEXT FACTORS ON THE MANAGEMENT
OF VOCATIONAL TRAINING AT THE DISTRICT-LEVEL VOCATIONAL EDUCATION...
Tran Thi Tuyet Oanh
Hanoi National University of Education
Ngo Thi Minh Trinh
People’s Committee of Krong Pac District, Daklak
Abstract: The Central Highlands provinces are making efforts to implement the goal of ensuring the quality of
vocational training of local TVET institutes in order to contribute to the implementation of the Government’s target
of the Vietnam Human Resource Development Strategy 2011-2020 period of the Government. 
There are limitations in vocational training and vocational training management at district-level Vocational
Education and Training Centers. There are many causes of these limitations. By means of a field survey on 385
subjects from VET-TVET centers, this paper studies the degree of influence of context factors on vocational training
management at district-level TVET-TVET centers in the Central Highlands provinces. The results show that, of
the 6 influencing factors, the sixth element in the table “Training management capacity of the management staff
in the district-level VET-TET centers” is assessed to have the highest level of impact. From this research result,
it is necessary to have a system of vocational training management measures in line with the theory of vocational
training, with local practice in the current context.
Keywords: factors, influence, vocational education and training center, management, vocational training

1.

INTRODUCTION

The Central Highlands is located in the Vietnam - Laos - Cambodia Development Triangle, has a particularly
important position in terms of security, defense and economic construction. Therefore, in the past time, the Party and
State have issued many policies and concentrated resources to turn the Central Highlands into a region with a sustainable
socio-economic development. Currently, in addition to occupations in the fields of information and communication,
education, healthcare, construction, traffic, commerce, services and tourism; The Central Highlands provinces are
having a number of professions that are both traditional, common and popular in connection with life, with the human
needs of the community and locality such as:
- Industry: processing and preserving agricultural products, biological products, energy, fertilizers and environmental

pollution treatment, etc.
- Agriculture: industries growing and exporting agricultural products from short-term agricultural crops (Coffee,
durians, persimmon, mangoes, bananas, flowers, vegetables, roots,...); silkworm rearing and silk weaving, …
- Forestry: the professions of afforestation and reforestation, logging, export of forest products.
- Fisheries: fish farming on reservoirs in the form of stocking fish in reservoirs, raising fish in cages in reservoirs,
raising fish in canals...; raising new types of salmon, sturgeon, bream, goby,...
- Small industrial collection: Textile industries - Sewing traditional products (brocade: men’s shirts, loincloths and
women’s skirts, all kinds of bags, towels, blankets, women’s wallets), tourism products (swords, bags, etc.) crossbows
and other tourist souvenirs,...), making musical instruments (ethnic types such as T’rung, Ko ní, Goong, Bro mong,
Krong but, gongs,...).
In order to meet the needs of local labor force, in the Central Highlands provinces, there are the following number
of VET-TET centers:


THE INFLUENCE OF CONTEXT FACTORS ON THE MANAGEMENT OF VOCATIONAL TRAINING AT THE DISTRICT-LEVEL VOCATIONAL EDUCATION...

43

- Kon Tum province has 10 district-level TVET-TVET centers in the following districts: Dak Glei, Dak Ha, Ia
H’Drai, Kon Plong, Kon Ray, Ngoc Hoi, Sa Thay and Tu Mo Rong. Kon Tum City alone has 2 Centers of Vocational
Education and Training at district level and 1 Center of Vocational Education and Training at provincial level.
- Gia Lai province has 19 district-level VET centers in 2 towns (An Khe, Ayun) and in 14 districts (Chu Pah, Chu
Prong, Chu Puh, Chu Se, Dak Doa, Dak Po, Duc Co, Ia). Grai, Ia Pa, K’Bang, Kong Chro, Krong Pa, Mang Yang and
Phu Thien). Particularly in Pleiku city, there are 3 Centers of Vocational Education and Training at district level and 1
Center of Vocational Education and Training at provincial level.
- Dak Lak province has 16 district-level Vocational and vocational education and training centers in 1 town
(Buon Ho) and in 13 districts (Buon Don, Cu Kuin, Cu M’gar, Ea H’leo, Ea Kar, Ea Sup, Krong Ana), Krong Bong,
Krong Buk, Krong Nang, Krong Pak, Lak and M’Drak). Particularly, Buon Ma Thuot city has 2 Centers for Vocational
Education and Training at district level and 1 Center for Vocational Education and Training at provincial level.
- Dak Nong province has 8 district-level Vocational and Continuing Education Centers in districts: Dak Glong,

Dak R’lap, Tuy Duc, Dak Mil, Chu Jut and Krong No. Particularly in Gia Nghia town, there are 2 Centers for Vocational
Education and Training at district level and 1 Center for Vocational Education and Training at provincial level.
The Vocational Education and Training Centers have initially diversified training programs, closely following the
local economic development situation to perform vocational training tasks… However, after restructuring, the activities
of the Centers have improved. Center for Vocational Education and Training - Higher Education is governed by many
management documents without specific guidance and lacks documents on organizational structure; stipulate standards
for evaluation, grading and accreditation of programs or accreditation centers; Most of the centers have not yet built a
quality assurance system.

2.

CONTEXTUAL FACTORS AFFECTING VOCATIONAL TRAINING MANAGEMENT AT THE DISTRICT-LEVEL VOCATIONAL
AND VOCATIONAL EDUCATION AND TRAINING CENTERS IN THE CENTRAL HIGHLANDS PROVINCES

2.1. Features of socio-economic development
Globalization and international integration, knowledge economy and market economy; The breakthrough of
science and technology, including the fourth industrial revolution (industrial revolution 4.0) and the start-up movement
in all countries are characteristics of the general socio-economic development context of the times. Currently, Vietnam
is a member of ASEAN (Association of Southeast Asian Nations), a member of the WTO (World Trade Organization), a
member of ASEM (Eurasian Cooperation Forum), a member of the Association of Southeast Asian Nations (ASEAN).
member of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP); Moreover, Vietnam
has signed the Free Trade Agreement and the Investment Protection Agreement between Vietnam and the European
Union (EVFTA and IPA) which have created new opportunities, but also great challenges for professional development
in the localities and requirements on the quality of vocational training for TVET institutions in general and district-level
VET-TET centers in particular.
According to the above analysis, the socio-economic development characteristics of today’s era is one of the
factors affecting the management of vocational training at the district-level Vocational Education and Training Center
according to the quality assurance approach.

2.2. The leadership of the Party, the State’s management policy on vocational education development

The main guiding view, objectives, tasks and solutions on education and training reform, including TVET, is to
“Transform education and training development from mainly quantity to quality and efficacy”; “Forming a vocational
education system with many methods and levels of vocational skills training in the direction of application and practice,
ensuring to meet the technical and technological human resource needs of the labor market”, “Ensure opportunities for
everyone, especially in rural and disadvantaged areas, and policy beneficiaries to study to improve their knowledge,
qualifications, professional skills and quality of life; create favorable conditions for workers to change jobs; ensure
sustainable literacy”, “Standardization of conditions for quality assurance and management of the training process;


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PROCEEDINGS OF 2 nd HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

focus on output quality management. Building an independent accreditation system for the quality of education
and training”; “Encouraging employers and enterprises to participate in supporting training activities”, “Prioritizing
investment in education and training development for areas with special difficulties and ethnic minorities, borders,
islands, deep-lying and remote areas and policy beneficiaries” (Communist Party of Vietnam, 2013). Vietnam’s human
resource development strategy for the period 2011 – 2020 (Government of the Socialist Republic of Vietnam, 2011)
and Vietnam’s human resource development plan for the period 2011 - 2020, the education development strategy 2011 2020 and the vocational education development strategy 2021-2030 and the vision to 2045 (Government of the Socialist
Republic of Vietnam, 2011) has clearly indicated the viewpoints, goals, tasks and solutions for education development
and TVET development; which focuses on the issue of vocational training in TVET - TVET institutions.According to
the above analysis, the leadership of the Party and the policy of the State on the development of TVET is one of the
influential factors in the management of vocational training at the district-level VET-TVET centers (Government of the
Socialist Republic of Vietnam, 2011, Government of the Socialist Republic of Vietnam, 2021).

2.3. Demand for human resources for local socio-economic development goals
In the current period, in front of the country’s socio-economic development goals and requirements, all localities
have strategies for human resource development, which clearly show the local human resource needs to restore human
resources or to maintain traditional occupations and develop new ones to meet the socio-economic development
requirements of the community and the locality. Therefore, it leads to the identification of new functions and tasks of

TVET institutions in general, functions and tasks of the district-level VET-TET centers in particular; and at the same
time set requirements for vocational training and vocational training management of these centers in the current context.
Hence, the demand for human resources for the cause of socio-economic development of the community and
locality has an influence on the scale and quality of vocational training and vocational training management at the
Center for Vocational Education and Training current district level.

2.4. Natural conditions, traditions and cultural identities of communities and localities by region
Natural conditions (topography, ecology, weather, climate,...) of a favorable region create good conditions for
socio-economic development, thereby promoting education and training development and creating favorable conditions.
for vocational training at the Center for Vocational Education and Training at district level. Tradition and cultural
identity of the community and locality in each region have an impact on the thought, psychology, will, motivation and
purpose of learning, the will to start a business in general and the work of the people in general start-ups of learners at
district-level vocational education and training centers in particular.
Thus, natural conditions, traditions and cultural identities of communities and localities in each region have an
influence on the management of vocational training at the district-level Vocational Education and Training Center in
the current context.

2.5. Responsibility for coordination of agencies, organizations and enterprises with the district-level Center for Vocational Education and Training in vocational training
Agencies, organizations and businesses participating in training activities of TVET institutions are one of the
contents of the solution to fundamentally and comprehensively innovate education and training. Most of the graduates
at district-level Vocational and Continuing Education Centers are recruited by local agencies, organizations and
enterprises. In other words, agencies, organizations and businesses are the parties that need to recruit human resources of
the local labor market. In order to have a direct local labor force to meet the needs of the labor market, the responsibility
not only belongs to the district-level VET Center, but also belongs to the responsibilities of agencies, organizations
and individuals. enterprises employing workers. Agencies, organizations and enterprises participating in vocational
training activities at district-level TVET centers are responsible for proposing labor recruitment needs (in terms of
professional knowledge, skills and attitudes), participate in the development of training programs, create conditions for
apprentices to practice and practice their jobs, order human resource training for the district-level Vocational Education
and Training Centers, etc.

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45

Accordingly, the responsibility to coordinate vocational training with the district-level VET-TVET centers of
agencies, organizations and enterprises is one of the factors that affect the management of vocational training at the
VET centers district level education in the current context.

2.6. The capacity of the management staff of the district-level TVET-GDET centers
The quality and effectiveness of all social activities depends on many factors, of which the management capacity
of the management staff is one of the decisive factors. The management capacity of managers at all levels in the
district-level VET-TVET centers is reflected in their professionalism in implementing basic management functions for
activities in the training process; especially in implementing the contents of vocational training management in order
to improve the quality of training to meet the needs of human resources in the locality.
Therefore, the capacity of the management staff of the district-level VET-TVET centers is one of the factors that
affect vocational training and vocational training management at the district-level VET-TVET centers in the current
context.

3.

CURRENT STATUS OF IMPACTS ON VOCATIONAL TRAINING MANAGEMENT AT THE DISTRICT-LEVEL VOCATIONAL
EDUCATION AND TRAINING CENTERS IN THE CENTRAL HIGHLANDS PROVINCES

3.1. Research Methods
This study aims to assess the actual status of the influence of a number of factors on vocational training
management at the district-level Vocational Education and Training Centers in the Central Highlands provinces in the
current context. The assessed influencing factors include: The characteristics of global socio-economic development
in today’s era; The leadership of the Party, the State’s management policy on TVET development; Demand for human
resources to serve the local socio-economic development goals; Natural conditions, traditions and cultural identities of

communities and localities; Responsibility for training coordination of organizations, agencies and enterprises with the
district-level Center for Vocational Education and Training; Vocational training management capacity of management
staff in the Centers of Vocational Education and Training at district level.
Survey subjects include 385 people at district-level Vocational Education and Training Centers; in which: Director
and Deputy Director of 25 Centers: 50 people (2 people for each center); Heads and deputy heads of units in 25
centers: 175 people (each center 7 people); Chairman and Vice-Chairman of the UNND 25 districts: 50 people (two
people in each district); Management staff of vocational education and training in the provinces: 10 people (2 people
per province); Vocational teachers of the Centers of Vocational Education and Training at district level: 100 people (5
people in each center).
Survey methods and tools
Questionnaire survey method. Questionnaire to ask for opinions of survey subjects who have chosen to evaluate
on a rating scale of 5: Good (5 points), Fair (4 points), Average (3 points), Weak (2 points) and Poor (1 point).
The data processing tool in the survey is the formula for calculating the weighted mean in mathematical statistics;
the formula:
n



Xj =

∑ f ix
i =1

i

n

∑f
i =1

i

=

f x + f x + ... + f x
f + f + ... + f
1

1

2

2

1

2

n

n

;

n

- j is the order of the criteria to be evaluated;
- X is the weighted average of the levels evaluated for each jth criterion to be evaluated;
- The x1, x2,..., xn levels are evaluated for n criteria;
- The f1, f2,..., fn is the number of opinions agreeing to evaluate each level of achievement of each criterion

corresponding to each level to be evaluated (x1, x2,..., xn) .


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PROCEEDINGS OF 2 nd HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

The results of the status assessment (with a decimal value limited to rounding to 2 decimal places) are ranked in
5 levels.
Table 1: Results of the status assessment
No

Level

1

High influence

2

influence

3

Moderate influence

4

Little influence

5

No influence

X
4,01

≤ X ≤ 5,00

3,01 ≤

X ≤

4,00

2,01

≤ X ≤ 3,00

1,01

≤ X ≤ 2,00

X ≤

1,00

3.2. Levels of impact of factors on the management of vocational training at district-level vocational education and training centers in the Central Highlands provinces
The actual status of the impact of the factors affecting the management of vocational training at the district-level
Vocational Education and Training Centers in the Central Highlands provinces according to the quality assurance

approach is shown in the data in the table below.
Table 2: Opinions on the level of impact of factors on vocational training management Vocational education and training centers
in the Central Highlands provinces

TT

Factors affecting the management of
vocational training

The results of the impact assessment
(Summing up 385 votes to ask for opinions of managers and teachers)
High
influence

influence

Moderate
influence

Little
influence

No
influence

X

ranking

Features of global socio-economic

development in today’s era

301

64

20

0

0

4.73

6

2

The leadership of the Party, the
State’s management policy on TVET
development

351

33

1

0

0

4.91

2

3

Demand for human resources to serve
local socio-economic development goals

309

76

0

0

0

4.80

5

4

Natural conditions, traditions and cultural
identities of communities and localities

322

61

2

0

0

4.83

4

5

Responsibility for training coordination of
organizations, agencies and businesses
with the district-level Center for
Vocational Education and Training

345

40

0

0

0

4.90

3

6

Vocational training management
capacity of the management staff in the
Centers of Vocational Education and
Training at district level

363

22

0

0

0

4.94

1

1

Average of

X

4,85

The data in the table above shows:
With the average of the values in the table reaching 4.85, it proves that the factors that affect the management
of vocational training at district-level Vocational Education and Training Centers according to the quality assurance
approach are assessed as having a very strong level of impact; in which the sixth element in the table “Training
management capacity of the management staff in the Centers of Vocational Education and Training at district level” is
assessed to have a very strong level of impact because the value X is 4.94, ranked 1st out of 6 factors.
From the above survey results, in theory, management always has a premise, orientation and brings quality and
efficiency to activities in the organization. The quality and effectiveness of management activities depend on many


THE INFLUENCE OF CONTEXT FACTORS ON THE MANAGEMENT OF VOCATIONAL TRAINING AT THE DISTRICT-LEVEL VOCATIONAL EDUCATION...

47

factors, but the management capacity of the manager is one of the decisive factors. On the other hand, the results of the
survey on the actual status of activities in the vocational training process and the survey results on the current status of
management of vocational training activities according to the quality assurance approach at the district-level TVETTVET centers in the district. The Central Highlands provinces show that one of the reasons leading to the good or bad
situation in the implementation of training activities and in management is the management problem. Thus, in addition
to solutions to remove difficulties and overcome inadequacies in vocational training activities and vocational training
management (surveyed above), district-level Vocational Education and Training Centers in the Central Highlands
province must have management solutions to improve the management capacity of vocational training for management
staff in these Centers.

3.3. Comments
Strength
Vocational training management of district-level VET-TVET centers is oriented and adjusted according to the

views, goals, tasks and solutions for vocational education innovation in the Resolutions of the Party, in the Law on
Vocational Education of the National Assembly, in the Vietnam Human Resource Development Strategy and in the
Government’s Vietnam Human Resource Development Plan.
The organizational structure of the district-level VET centers has been renewed thanks to the restructuring of
the district-level TVET institutes according to Resolution No. 64/NQ-CP, dated September 4, 2014 on the policy of
merging institutions vocational education and technical center of general vocational guidance at district level.
Vocational training management of district-level Vocational Education and Training Centers is based on the
theoretical basis of vocational training; In which, there are a number of vocational training management activities that
are evaluated as Good, such as: manage enrollment activities, manage students’ learning activities, manage equipment
and use facilities and training equipment, manage assessment and recognition of trainees’ vocational training results.
Although there are no activities in the process of vocational training and management of vocational training, there
are no activities rated as Good, but no activities are assessed in the Weak category.
Limitations
The district-level TVET system in the Central Highlands provinces has just been restructured, so the organizational
structure, management apparatus, human resources, facilities and training equipment, the conditions of vocational
training are still in a state that is not suitable with the new functions and tasks and in accordance with the actual situation.
Meanwhile, the needs and requirements of human resources with primary and less than 3 months of professional
qualifications for socio-economic development of the locality are now diverse and higher every day. Since then, it has
set new requirements for district-level Vocational Education and Training Centers in the Central Highlands provinces
to train human resources to meet the quantity and quality requirements for socio-economic activities in the locality.
Vocational training management at the district-level Vocational and Continuing Education Centers in the Central
Highlands provinces currently has a number of difficult and inadequacies that need to be focused on solving; These are:
+ The organizational structure and operation of the division in charge of primary vocational training and under 3
months are not suitable with reality.
+ Managing the construction of vocational training programs; in which the emphasis is that the program must be
associated with the requirements of direct labor training in the locality.
+ Manage teaching activities of teachers; in which the emphasis is on teaching in the direction of professional
development for students.
+ Managing vocational training cooperation activities with enterprises.
+ Manage activities to diversify types of training suitable for students who work and study.

+ Manage the analysis and remediation of the impact of the context to ensure the adaptation of the training to the
context.


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PROCEEDINGS OF 2 nd HANOI FORUM ON PEDAGOGICAL AND EDUCATIONAL SCIENCES

+ Vocational training management capacity of the management staff in the Center for Vocational Education and
Training.
The main causes leading to difficulties and limitations
- Firstly, the organizational structure and operation of the section dedicated to providing primary and less than
3 months vocational training at the Center for Vocational Education and Training has not been completed to meet the
requirements of vocational training in the current context.
- Secondly, the vocational training program (especially the vocational training program at primary level and under
3 months) is not really linked to the socio-economic development needs of the Central Highlands.
- Thirdly, the teaching activities of teachers have not focused on the orientation of developing students’ professional
competence.
- Fourthly, training cooperation activities according to orders of enterprises with the district-level Center for
Vocational Education and Training has not been effectively promoted by the two sides.
- Fifthly, the district-level Vocational Education and Secondary Education Centers have not promoted the
diversification of training types suitable for learners who work while studying.
- Sixthly, the organization of information collection and post-training self-assessment to adjust and improve the
implementation process of vocational training is not of high quality.
Thus, in order to ensure the quality of vocational training, the district-level Vocational Education and Training
Centers of the Central Highlands provinces must have management solutions to eliminate the main causes leading to
the above-mentioned difficulties and inadequacies.

REFERENCES
Communist Party of Vietnam (2013), Resolution No. 29-NQ/TW dated November 4, 2013 of the Party Central Committee

on fundamental and comprehensive renovation of education and training to meet industry requirements modernization in
the context of a socialist-oriented market economy and international integration.
Government of the Socialist Republic of Vietnam (2011), Strategy on human resource development of Vietnam for the
period 2011 - 2020 (Issued together with Decision No. 579/QD-TTg, dated April 19, 2011 of the Prime Minister). Prime
Minister)
Government of the Socialist Republic of Vietnam (2011), Planning on human resource development of Vietnam for the
period 2011 - 2020 (Promulgated together with Decision No. 1216/QD-TTg, dated 22/7/2011 of Prime Minister). Prime
Minister).
Government of the Socialist Republic of Vietnam (2011), Education Development Strategy 2011-2020 (Promulgated
together with Decision No. 711/QD-TTg dated June 13, 2012 of the Prime Minister on Approval approved the Education
Development Strategy 2011-2020).
Government of the Socialist Republic of Vietnam (2021), Vocational education development strategy 2021-2030, vision to
2045 (Promulgated under Decision No. 2239/QD-TTg, dated December 20, 2021) of the Prime Minister on approving
the strategy for vocational education development 2021-2030, with a vision to 2045).


LIFELONG LEARNING AND BUILDING A LEARNING SOCIETY:
REQUIREMENTS OF EDUCATION MANAGEMENT IN VIETNAM
Do Thi Thu Hang
Hanoi Metropolitan University
Abstract: In the time of knowledge, lifelong learning and building a learning society are requirements to a
country, at the same time, critical factors to the development of open education. The opportunity and challenges
of lifelong learning and building a learning society post the question of the need for new orientation for education
management. By analyzing the new requirements of knowledge society for the demand of human development - the
inevitable transitional period from traditional education system to the lifelong learning and learning society; as
well as clarifying the characteristics of lifelong learning and building a learning society, this research provides a
direction for education system management in Vietnam, offering researchers and managers an additional point of
view and reference materials on this matter.
Keywords: knowledge economy, lifelong learning, building a learning society, education management

PREAMBLE
By the end of 20th century, the technology revolution had created the important foundation for the world’s industrial
economy to transform to knowledge economy. The booming of information and the introduction of new knowledge
and technology have proven that the knowledge that we acquired before can no longer be used in one’s lifetime and the
learning of the previous time is no longer relevant to the new demands (Joseph E.Stiglitz, Bruce C.Greenwald, 2015).
Aware of the problem, Resolution no 29-NQ/TW dated November 11th, 2013 by the Central Committee of
Communist Party of Vietnam term XI on “Ultimate and comprehensive reform of education and training” pointed out
that one of the basic tasks and solutions to carry out the fundamental and comprehensive renovation of Vietnamese
education is “to perfect the national education system towards an open education system, lifelong learning and building
a learning society”. In Decision No. 1373/QD-TTg, dated July 30, 2021, of the Prime Minister, approving the Project
“Building a learning society in the period of 2021-2030”, it is stated “Continue and create fundamental change in
building a learning society to ensure that by 2030 all people have equal opportunities to access an open, diverse, flexible,
interconnected and modern education system with variable models and methods and training levels, contributing to
promoting the development of human resources, especially high-quality human resources to meet the requirements
of the Fourth Industrial Revolution and international integration.” Therefore, lifelong learning and building a learning
society are both an urgent task, as well as a strategic requirement, a fundamental and long-term mission of our country’s
education, creating a foundation for the country’s educational orientation of the management of education in Vietnam an education that meets the development requirements of the era of the global knowledge economy.

CONTENT
1.

LITERATURE REVIEW

The theory of the learning society was mentioned in the press and discussed a lot in the 70s of the twentieth century.
But the concept of “learning society”, “lifetime learning” was examined in the book “Learning to Be: The World of
Education Today and Tomorrow” by author Edgar Faure (1648), since then the problems of building a learning society
and lifetime learning are hotly debated. Author Robert Maynard Hutchins in his book “The Learning Society” (1970)
discusses the importance of motivating adults to learn because this has a positive impact on the development of society.
According to Roberto Carneiro learning society and lifetime, learning is the fundamental factor in eradicating the
new material and spiritual poverty of citizens (quoted by Pham Tat Dong, 2017). And since then, learning society and