Assessment of capability, knowledge and skill of vocational school graduates: A basis for enhanced industryacademe cooperation

1


Thai Nguyen University
Socialist Republic of Vietnam



Southern Luzon State University
Republic of Philippines




HA XUAN QUANG



Assessment of capability, knowledge and skill of
vocational school graduates: A basis for enhanced
industry-academe cooperation




DOCTORAL DISSERTATION



Principal Supervisor: Dr. A. Walberto Macaraan
From Southern Luzon State University

July 2013
i

ACKNOWLEDGEMENT

On completion of this study, the author has received significant support and
collaboration from many organizations and individuals.
First and foremost, I would like to thank the leader team and the staff of ten
universities and colleges of MOIT, including Hanoi University of Industry, Ho Chi Minh City
University of Food Industry, Ho Chi Minh City University of Industry, Hue Industrial
College, Nam Dinh Industrial College, Vietnam-Germany Industrial College, Industrial
Economic – Technology College, College of Industrial Techniques, Constructional and
Industrial College, Vocational College of Commerce as well as Vocational College of
Agricultural Mechanics (Ministry of Agriculture and Rural Development) and Vietnam-Korea
Vocational College of Engineering (Nghe An province) for sharing information and
cooperating in the survey.
I have to acknowledge the contributions of my colleagues and students at Hanoi
University of Industry in the process of distributing and collecting questionnaires from over
230 enterprises. Without this support, I could not have gathered such huge database for
research and analysis.
I would like to express my appreciation to the support from the leaders of Hanoi
University of Industry. The university has created necessary conditions including time, budget
and other priorities for me to complete the DBA course and the final thesis on time. Thanks
for the support and encouragement from the fellows and teachers at Hanoi University of

Industry, especially comments on expertise from colleagues in Faculty of Business
Administration.
A special thanks goes to Thai Nguyen University and Southern Luzon State University
for their cooperation in this training program which provides me with an opportunity to
participate in and conduct the project that I have long cherished.
I take this opportunity to express my profound gratitude and deep regards to my guide
Dr. A. Walberto Macaraan from Southern Luzon State University for his exemplary guidance,
monitoring and constant encouragement throughout the course of this thesis.
Last but not least, many thanks go to my family. They are always beside me and
encourage me through the duration of my studies. I am also indebted this achievement to my
beloved wife and two daughters for their great help and support.

Sincerely thank you.
.
July 2013



Ha Xuan Quang
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DEED OF DECLARATION

I, Quang HA XUAN., hereby submit my Dissertation for oral examination, entitled
“Assessment of capability, knowledge and skill of vocational school graduates: A basis
for enhanced industry-academe cooperation”, truthfully declare that the said paper is a
product of my original research investigation. The data presented in the paper have clear
origin.

Dr. candidate

Ha Xuan Quang
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TABLE OF CONTENTS

ACKNOWLEDGEMENT i
DEED OF DECLARATION ii
TABLE OF CONTENTS iii
ABSTRACT v
LIST OF ABBREVIATIONS vii
LIST OF TABLES viii
LIST OF FIGURES x
RATING SHEET xi
CHAPTER I: INTRODUCTION 1
1.1. Background 1
1.2. Problem Statement 2
1.3. Reseach Objectives 3
1.4. Research Questions 3
1.5. Hypotheses 4
1.6. Scope and Limitation of the Study 5
1.7. Reseach Definitions 6
1.8. Significance of the Study 6
1.9. Structure of the Study 7
1.10. Conclusion 8
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 9
2.1. International related research 9
2.2. National related research 10
2.3. Theoretical and conceptual framework 11

2.4. Analysing framework 22
CHAPTER III: METHODOLOGY 24
3.1. Research design 24
3.2. Determination of sample 25
3.3. Research instrument 29
3.4. Data gathering procedure 34
3.5. Data processing method 34
3.6. Evaluation the reliability of scales 42
3.7. Statistical treatment 43
CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 46
4.1. Characteristics of the survey sample 46
4.2. Enterprises’ assessment of the knowledge, skills and capabilities to work of graduates
from vocational schools 48
4.3. Assessment of conditions ensuring the quality of vocational training in vocational schools 56
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4.4. Forms of cooperating activities currently organized at vocational schools 60
4.5. Benefits of cooperation according to the assessment of enterprises and vocational schools 63
4.6. The influence of cooperating programs on the knowledge and skills of vocational school students 65
4.7. Cooperating programs that enterprises expect/desire to participate 67
4.8. Factors hindering cooperation 69
4.9. Accreditation of the relationship between the variables/factors 70
4. 10. Construction of regressional function to analyse the relationship between factors 73
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS75
5.1. Findings of study 75
5.2. Accreditation of the hypotheses 77
5.3. The relationship between factors and the development of school -enterprise
cooperating programs 78
5.4. Proposals for the development of programs collaboration school - industry 78
5.5. Conclusion 81

REFERENCES 82
APPENDIXES 84
CURRICULUM VITAE 85
APPENDIX A1 89
APPENDIX A2 94
APPENDIX B 97
APPENDIX C 126
APPENDIX D 152

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ABSTRACT

In Vietnam, the quality of vocational training has not yet met the actual requirements
of the enterprises. One of the causes of this situation goes to the lack of efficient and close
cooperation between vocational schools and enterprises.
With the use of interview, survey and collection of expert opinions, the author has
conducted a study on a sample of 233 enterprises for their comments on the knowledge and
skills of graduates (majoring either in Mechanics or Electrics/ Electronics). A sample of some
vocational schools has also been on research about the conditions to ensure the quality of
vocational training. The author has also studied some current school-industry cooperation
programs and their impact on the knowledge and skills of vocational school graduates. On
completion of the dissertation, the author has collected and analysed the opinions from both
sides, schools and businesses, about the benefits of cooperation, the factors hindering the
development of cooperation and the desire/willingness of the enterprises to cooperate with
schools. From the research and analysis of the opinions of both sides, the author has also
proposed some solutions to the development of cooperating programs in order to improve the
quality of vocational training (in terms of the knowledge and skills of graduates).
Followings are new findings of the dissertation through research:
1. The capability, knowledge and skills of graduates from vocational schools do not meet

the requirements of the job. Businesses deliver the lowest assessment for such skills as
organizing in production, communicating, team-working and problem-solving. This situation
also applies for graduates’ knowledge and skills in statistics, English, CNC, PIC, PLC
programming, electric/electronic circuit designing and modern equipment operating.
2. Current conditions at schools affecting capability, knowledge and skills of graduates
include factors that insure quality of vocational training. Among these factors, the shortage of
updated training content and teachers visiting business environment as well as the lack in
quality and quantity of technology equipment are most concerned.
3. There are three (03) groups of cooperating program between vocational schools and
businesses, namely information exchange, resources supply and exchange, and vocational
training plan design. Arrangement of internship for students at businesses is the most popular
and most regular industry-academy cooperating activity. Other activities are also done to
encourage cooperation yet not often.
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4. Businesses and vocational schools share similar opinions about the benefits of
cooperation in training. Cooperation has a positive impact on knowledge and skills of
vocational students. Enterprises are willing to participate in cooperating programs with
vocational schools.
5. Factors hindering industry-academy cooperation in vocational training include a weak
mechanism to encourage/force the cooperation, the lack of information about partners and the
fact that one party does not assure the interests of the partner.
6. On the basis of the research findings, dissertation proposes some solutions to enhance
industry-academy cooperation and to improve the capability, knowledge and skills of
vocational students.

vii


LIST OF ABBREVIATIONS

Abbreviation

Meaning
GDVT

General Department of Vocational Training
GIZ

German Society for International Cooperation, Ltd
HaUI

Hanoi University Of Industry
HCM

Ho Chi Minh
IVT

Institute for Vocational Training
JICA

Japan International Cooperation Agency
MOARD

Ministry Of Agriculture and Rual Development
MOET

Ministry Of Education and Training
MOIT

Ministry Of Industry and Trade
MOLISA

Ministry Of Labor, War Invalids and Social Affairs
NVQs

National Vocational Qualifications
QCA

Qualifications and Curriculum Authority
SLSU

Southern Luzon State University
SMEs

Small and Medium Enterprises
TNU

Thai Nguyen University
VCCI

Vietnam Chamber of Commerce and Industry
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LIST OF TABLES

Table 2.1. B.Bloom’s taxonomy of knowledge and skills 12
Table 3.1. List of MOIT’s schools and the number of students 27
Table 3.2. The number of schools selected for the survey out of the MOIT’s schools 28
Table 3.3. List of MOIT’s schools surveyed 28

Table 3.4. List of schools out of MOIT 28
Table 3.5. Number of questionnaires in vocational training schools 29
Table 3.6. Structure of questionnaire for enterprises 30
Table 3.7. Structure of questionnaire for vocational schools 31
Table 3.8. Scales in questionnaire for enterprises 32
Table 3.9. Scales in questionnaire for vocational schools 33
Table 3.10. Encoding questionnaire data for vocational schools 35
Table 3.11. Encoding questionnaire data for enterprises 38
Table 3.12. The additional variables for enterprise database 41
Table 3.13. The additional variables for school database 42
Table 3.14. Reliability rating scales by Cronbach Alpha of enterprise survey data. 42
Table 3.15. Rating the reliability of scales by Cronbach Alpha of school survey data. 43
Table 3.16. The quantities of descriptive statistics in enterprise survey data analysis 43
Table 3.17. The quantities of descriptive statistics in vocational school survey data analysis 44
Table 3.18. Method of accrediting enterprises data 45
Table 3.19. Compare the survey data of enterprises and of vocational schools 45
Table 4.1. Number of schools sorted by the managerial agency 46
Table 4.2. Number of schools sorted by the highest level of training 46
Table 4.3. Number of schools sorted by region 46
Table 4.4. Number of schools sorted by number of students 46
Table 4.5. Number of enterprises sorted by type of ownership 47
Table 4.6. Number of enterprises sorted by industry 47
Table 4.7. Number of enterprises sorted by active years 47
Table 4.8. Number of enterprises sorted by size (number of employees) 47
Table 4.9. Enterprises’ assessment of attitude and capability to work of graduates from vocational schools 48
Table 4.10. Enterprises’ assessment of general knowledge of graduates from vocational schools 50
Table 4.11. Assessment by enterprises of foundational knowledge and skills of graduates. 52
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Table 4.12. Assessment by enterprises on mechanical knowledge and skills of graduates 53

Table 4.13. Assessment by enterprises on electric/electronic knowledge and skills of graduates 54
Table 4.14. Respondents of conditions ensuring quality of vocational training sorted by position/title. 56
Table 4.15. Respondents of conditions ensuring quality of vocational training sorted by years of working experience. . 56
Table 4.16. Assessment of the vocational training programs 57
Table 4.17. Assessment of vocational training teachers 58
Table 4.18. Assessment of facilities and equipment for vocational training 59
Table 4.19. Program collaboration at vocational training schools 60
Table 4.20. Assessment of benefits of cooperation by vocational schools and enterprises 64
Table 4.21. Influence of cooperating activities on the knowledge and skill of graduates 65
Table 4.22. Desire/willingness to cooperate of enterprises 67
Table 4.23. Assessment by vocational schools of factors hindering cooperation 69
Table 4.24. Assessment by enterprises of factors hindering cooperation 69
Table 4.25. Testing X
2
two variables C1.4 & C6.13 71
Table 4.26. Testing X
2
two variables C1.4 & C6.14 71
Table 4.27. ANOVA accreditation for the relationship between C1.4 and C2, C3, C4, C5, C7, C8 72
Table 4.28. ANOVA analysis 74
Table 4.29. Accreditation of regression coefficients 74
Table 5.1. The result of accreditation of hypotheses 77


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LIST OF FIGURES

Figure 2.1. Training process and the external factors affecting the quality of training 14
Figure 2.2. Factors affecting the quality of vocational training 15

Figure 2.3. The factors influencing quality of graduates (Phan Chinh Thuc, 2003) 16
Figure 2.4. The impact of school-business cooperation in vocational training quality 20
Figure 2.5. A framework for analyzing collaboration between enterprises and vocational training schools 23
Figure 2.6. A framework for analyzing collaboration in curriculum development 23
Figure 3.1. Research Design 24
Figure 3.2. Research Process 25
Figure 4.1a. Enterprises’ assessment of attitude and capability to work of graduates 48
Figure 4.1b. Enterprises’ assessment of attitude and capability to work of graduates by ownership 49
Figure 4.2a. Assessment by enterprises of general knowledge of graduates 50
Figure 4.2b. Assessment by enterprises of different ownerships of general knowledge of graduates 51
Figure 4.2c. Assessment by enterprises of different industries of general knowledge of graduates 51
Figure 4.3a. Assessment by enterprises of foundational knowledge and skills of graduates 52
Figure 4.3b. Assessment by enterprises of different scales of foundational knowledge and skills of graduates 52
Figure 4.4. Assessment by enterprises of mechanical knowledge and skills of graduates 54
Figure 4.5. Assessment by enterprises of electric/electronic knowledge and skills of graduates 55
Figure 4.6. Assessment of the vocational training program 57
Figure 4.7. Assessment of vocational training teachers 58
Figure 4.8. Assessment of facilities and equipment for vocational training 59
Figure 4.9. Program collaboration at Vocational Training Schools 61
Figure 4.10. Assessment of benefits of cooperation by schools and enterprises 64
Figure 4.11. Influence of cooperating programs on knowledge and skills of graduates 66
Figure 4.12. Desire/willingness to cooperate of enterprises 68

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RATING SHEET

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CHAPTER I: INTRODUCTION

1.1. Background
“Rapid development of human resources, especially high-quality human resources is
the breakthrough of the country for 2011-2020” (Strategy of Vietnam socio-economic
development from 2011 to 2020). “Human resources are the foundation and the most
important advantage to develop the country in a sustainable way” (Strategy of Vietnam
human resources development for 2011-2020).
“Education and training is the determinant of human resources’ quality”. But “the
quality of education is low in comparison with requirement of the country’s development in
the new period ; professional capacity of graduates has not met job requirement” (Strategy
for development of education and training for 2011-2020).
“Attracting businesses to participate heavily in human resources development”,
“Building regulations, mechanisms and policies to promote cohesion between training
institution and businesses, expanding forms of training according to the orders of the business
and attracting enterprises to participate more in human resources training, as well as
institutionalizing the responsibility of businesses in human resources development” (Strategy
of Vietnam human resources development for 2011-2020).
“The current quality of training institutions has not really met the need of the labor
market. There are many factors affecting training quality of schools. A major cause is the
relationship between schools and businesses in the area of education has not been concerned
in a highly effective way. The participation of enterprises in the training process is very
limited” (MOIT, 2011).
Although the recent development of the educational scale at vocational training levels
better meets people’s learning needs, its quality does not satisfy the national socio-economic
development requirements and is lower than that of many other countries in the region and
over the world. Vocational training quality is still poor compared with the company demand
in the new age (Thang & Huy, 2012). Vocational education does not receive appropriate
attention. Specialization in the vocational training is not well implemented. For instance, the
higher education size as well as the number of colleges and universities has developed rapidly
while their human resources and physical facilities remain too limited to ensure high quality,
making it impossible to meet social demand.

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Therefore, a breakthrough in vocational education is needed to increase trained labor
force. The vocational education system will be restructured and associated with real needs and
practical labour use. It helps create local jobs, contributes to economic structure transfer, and
labour restructuring in rural areas, thus contributing to poverty reduction. In other words,
vocational training is closely connected to production and business labour use.
Currently, there are 32 vocational schools under MOIT. Almost all of them supply
many kinds of courses at many levels, from certificate to university degree. In 2012, with the
total of 450,000 students, the number of newly-admitted students are 210,000, graduates are
150,000 (MOIT, 2012). However, training quality is very limited and can hardly enable
trainees to handle new technology, national development demand and enterprises. According
to survey results of JICA project in Vietnam with the enterprises’ feedbacks/comments on the
graduates from some vocational schools under MOIT on such criteria as knowledge, technical
skills, attitudes at work, it is recognized that there are many criteria that have not fully
satisfied the expectations of enterprises (under 3 points – Using 5-point Likert’s Scale). One
of the main reasons is that vocational schools and enterprises are not very well cooperated
with each other. In fact, enterprises are seldom allowed to take part in some stages of
vocational training such as indentifying the right jobs for training, designing curriculum,
coordinating internship for trainees, etc.
In this context, I have selected the topic: “Assessment of capability, knowledge and
skill of vocational school graduates: A basis for enhanced industry-academe
cooperation” as thesis topic for DBA course. As a vice rector of a professional university –
Hanoi University of Industry, the author has recognized that research on the topic is realistic.
The research results will not only help the university to overcome the above problem but also
provide a basis for solutions for the improvements of vocational training quality in Vietnam
To collect data for this study, I have implemented a survey with sample of vocational training
colleges under Vietnam Ministry of Industry and Trade and an other ministry. In addition, I
have also carried out another survey with sample of enterprises in order to get their feedbacks
on quality of graduates from vocational training schools.

1.2. Problem Statement
The current quality of graduates from vocational schools under MOIT has not really
met the needs of the labor market. One of the major factors affecting the quality of graduates
lies in an uneffective cooperation between schools and businesses and a limited participation
of enterprises in the training process.
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The objective of this research is to improve school – enterprise program collaboration
in enhancing skills and knowledge of vocational school graduates.
1.3. Reseach Objectives
This study explores the phenomena of collaboration between enterprises and
vocational training schools in the context of economic and educational reforms in Vietnam. I
analyse the phenomena of cooperation between enterprises and vocational training schools
over recent years in Vietnam, particularly the issues and problems of training in vocational
schools, and supplying quality human resourses for production in enterprises. I also propose
some solutions to deal with problems happening in vocational schools in general and Hanoi
University of Industry in specific. The result of this study provides more evidence for
cooperation between enterprises and vocational training schools, and contributes to the
growing literature in education, labor economics and human resources management by using
the specific Vietnamese case. The study tries to fill the gap of research on cooperation
between enterprises and vocational training schools in Vietnam.
With these issues in mind, I conducted this research with four overall objectives: (1) to
advance understanding of the cooperation between enterprises and vocational training schools
and confirm the fact that the cooperation is very important for vocational schools in general
and Hanoi University of Industry in specific; (2) to assess knowledge and skills of graduates
from vocational schools and the impact of school-enterprise cooperation on knowledge and
skills of graduates; (3) to indentify the major factors for developing program collaboration
between enterprises and vocational training schools in order to improve vocational training
quality; and (4) to propose some solutions for improving collaboration between enterprises
and vocational training schools in the future. Moreover, the research results will contribute to

the literature on education, labor economics and human resources management.
1.4. Research Questions
With the above objectives, the following questions are addressed to meet the
objectives of this dissertation:
Q1. What are the problems encountered by the enterprises about the skills and
knowledge of vocational school graduates in terms of (1) Desired skills for their position, (2)
Knowledge required for their position, (3) Work attitude ?
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Q2. What are the problems encountered by the schools about the skills and knowledge
of vocational school graduates as needed by the industry in terms of (1) Curriculum Program,
(2) Qualification of Faculty, (3) Machineries ?
Q3. What is the existing collaboration prográm that exists between the school and
industry in terms of (1) Internship, (2) Scholarship to students, (3) Donation/Grants for
training, (4) Information exchange ?
Q4. Which content of program collaboration affects the quality of graduates ?
Q5. Is there any significant difference between the perception of different groups of
respondent ?
Q6. What program collaboration can be developed to improve the cooperation
between school and industry ?
Q7. How to improve the industry- academe cooperation? (solutions)
To answer the above questions, I have collected published studies in various journals
across a number of disciplines that have investigated the cooperation between vocational
training schools and enterprises. By reviewing these studies, I have elaborated the advantages
and disadvantages of the previous models. Furthermore, to get data for this study, survey
questionnaires have been designed and implemented in 2012 with sample of vocational
training schools under Vietnam Ministry of Industry and Trade and companies using
graduates from these schools. The questionnaire concentrates on firm characteristics (e.g.,
ownership, industries), quality of graduates (e.g., knowledge and skills), and collaboration
activities between vocational training schools and enterprises (e.g., designing curriculum,

coordinating internship for trainees).
1.5. Hypotheses
During the study and based on the research issues, the following hypotheses are
outlined and tested by using statistical methods to answer the research questions and to
orientate the survey and data collection.
H1. Enterprises are not satisfied with the working capability, knowledge and skills of
the graduates;
H2. There are differences in the assessment of capability, knowledge and skills of
graduates between different types of businesses (by ownership, by industry);
H3. Enterprises are willing to cooperate with schools in training activities;
H4. Vocational schools are not satisfied with the conditions to ensure the quality of
vocational training;
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H5. There is no differences between enterprises and schools in the assessment of the
benefits of school-enterprise cooperation;
H6. There is a link between the assessment of conditions to ensure training quality and
school-enterprise cooperating activities.
1.6. Scope and Limitation of the Study
Subjects of the study include vocational training schools of MOIT. Ministry of
Industry and Trade is a specializing ministry that manages the most number of schools in
Vietnam (except MOET, MOLISA which manage education and training, thus, they are
directly in charge of some schools). The total number of schools under direct management of
MOIT is 32 and that under the management of MOIT’s enterprises is 20. In the 2011-2012
school year, MOIT’s schools admitted a total of 42,000 official vocational students,
accounting for 20% of all vocational students over the country (MOIT (2012), GDVT (2012)).
The research instruments are mainly interviews and survey with questionnaires,
along with in-depth research at a vocational training schools (Hanoi University of Industry)
and interviews with a number of experts in training management of MOIT, GDVT. 10 large
MOIT’s schools participate in the survey (accounting for 60% of the total number of students

202/363 thousands, 80% of all vocational students 32/41 thousands), including universities,
colleges, vocational schools locating over of the country (in the North, Central and South)
(Table 3.3). To compare the results, the author surveys 02 more vocational schools under the
management of another ministry and another province (Ministry of Agriculture and Rural
Development and Nghe An province) (Table 3.3).
The study focuses on researching the development in cooperation between schools and
enterprises to improve the quality of training (knowledge and skills of graduates). 233
enterprises in partnership with MOIT’s schools have been surveyed to assess the
responsiveness to current production requirement of graduates from vocational schools and to
receive their opinions about the cooperating program and the benefits of school-enterprise
cooperation. In terms of graduates’ quality, their knowledge and skills (both foundational and
professional one) play a part in the research. To obtain specific evaluation results from the
enterprises, the author chooses to survey the knowledge and skills of graduates in Mechanics
and Electrics/Electronics. These are 02 majors trained in all of 12 surveyed schools as well as
most other vocational schools in Vietnam (GDVT, 2012).
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The actual survey data (primary) are conducted during the period from 9/2012 to
3/2013. The secondary data are based on national statistics and reports made by the MOIT,
MOET, MOLISA, GDVT between 2010-2012.
Due to difficulties in identifying all enterprises using graduates from MOIT’s schools
and other limitations, the sample of enterprises is mostly in the North of Vietnam so as to
facilitate the process of data collection. Therefore, the representativeness of the sample will be
limited.
1.7. Reseach Definitions
- Quality of graduates: The level of knowledge, skills, attitudes (capability) of
graduates to satisfy the employers.
- Cooperation with enterprises: All activities that businesses participate (directly or
indirectly) in the training cycle of schools from identification of training needs, design of
training programs, preparation of training, recruitment, operation of training, training

assessment, improvement in training and job assistance for students during studying and after
graduation.
- The vocational schools under the MOIT include: schools offering vocational
courses (universitie, colleges, vocational colleges) under the direct management of MOIT.
Schools under businesses of MOIT and schools which are under MOIT but do not provide
vocational courses are not the subjects of this study. According to recent statistics, there have
been 32 vocational schools under MOIT which are the subjects of this study.
1.8. Significance of the Study
I have implemented this study in order to come closer to an appropriate linkage
between training providers and companies of various sectors of the Vietnamese economy.
One of the leading ideas is to examine the experiences of neighbouring countries and of such
countries which have some cultural features in common with Vietnam as: Thailand, China
and the Republic of Korea. Additionally, I have also referred to experiences from some other
countries which are well-reputed for linking company-based and school-based technical and
vocational education and training, namely Germany, France, and Great Britain. The results
show how solutions and models adapted to the Vietnamese conditions might look like. More
specifically, the significance of the research results will be addressed as followings:
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(1) To advance understanding of the cooperation between enterprises and vocational
training schools in order to help the colleges under MOIT to improve the quality of
graduates;
(2) To provide basis for improving cooperation with enterprises for other vocational
training schools and colleges in Vietnam;
(3) To provide reference documents for policy makers in issuing regulations, policies, and
laws relating to vocational training in order to encourage enterprises to take part in
vocational training;
(4) To help enterprises understand their roles and responsibilities in vocational training
and contribute to human resources development of Vietnam. In addition to that, the
research results also show that enterprises might get more benefits if they participate

in training process with vocational training schools and colleges;
(5) To help students in vocational training schools and colleges recognize the necessity of
practice and internship at enterprises. The acquired knowledge and skills at enterprises
during the practice and internship duration are of great importance to students when
they join in the labor market.
The research results will contribute to the rapidly developing literature on vocational
training and education, labor economics and human resources management. By examining
and comparing different models of cooperation, the author has realized which models are
more suitable for vocational training in Vietnam and other developing countries. The author
also provides some key activities for the success of collaboration. Besides, a trend in
cooperation between enterprises and vocational training schools in developing economies
may be identified. For instance, foreign investment enterprises are often more active in
cooperation with vocational training schools than other types of enterprise.
1.9. Structure of the Study
The dissertation consists of five chapters. In chapter 1, the author introduces the
research context, scope and objectives, research questions, significance of study, and provides
the outline and the structure of the dissertation. Chapter 2 aims to advance understanding of
the collaboration between enterprises and vocational training schools by reviewing the results
of previous studies that have examined the cooperation between vocational training schools
and firms. Major national and international journals, books (about Human resources
management and Vocational education and training) and articles containing related
8

information and data have been scanned. After that, the author provides suggestions and
recommendations for collaboration between enterprises and vocational training schools.
Chapter 3 focuses on the methodology of this study. Sample of the study, research
design, questionnaire design, data collection and treatment method have been addressed. I
have implemented a survey with sample of ten vocational training schools under Vietnam
Ministry of Industry and Trade and two other schools. Chapter 4 concentrates on presenting,
analysing, interpreting the data and presenting the findings of this study.

Finally, Chapter 5 has summarized key findings of the research, further explores and
discusses an insight that is suggested for future research in chapter 2. This chapter provides a
full picture of the collaboration between enterprises and vocational training schools. Then, the
author draws some propositions that might happen for the collaboration between enterprises
and vocational training schools in Vietnam in the future as well as presents the general
conclusion of this dissertation based on the major findings. This chapter also summarizes the
contributions of this dissertation to theoretical and managerial implications. Subsequently,
this chapter discusses the limitations and presents directions and recommendations for future
research.
1.10. Conclusion
The purpose of this study is to indentify the major factors for developing industry-
academe cooperations in order to improve knowledge and skills of graduates from vocational
schools.
This study has great practical significance for the development of human resources
training. Its findings will be useful for not only schools under MOIT but other schools as well.
Besides, this study provides scientific basis for management agencies in developing policies
to encourage the development of relations between schools and businesses.
A drawback of this study is that it focuses mainly on the issues from the perspective of
the training schools but not from that of the businesses who will employ the graduates. This
should be taken into consideration in future studies.
9

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Relationship between enterprises and vocational training schools has been an issue
concerned by international and national researchers, learners and managers and also a heated
topic in many international and national conferences. Some relevant researches are as follows:
2.1. International related research
Education and human resources academics and professionals together have identified
that vocational training are critical for the improvement knowledge and skills of gradutates

and are essential if a firm wants to remain its competitiveness. A number of authors have
attempted to examine the collaboration between enterprises and vocational training schools.
Wu Quanquan (2009) stated that although it had not been stipulated in law that
businesses had to participate in vocational training, the continuous opening up of China had
clearly led increasingly more entrepreneurs to realize that human resources were the
fundamental element for their sustainable development. Therefore, more businesses are
willing to invest in vocational education. This is a Win-Win situation for businesses and
schools. Businesses now participate in the whole process of teaching: from collaboration in
the analysis of demand, to course and curriculum development, including the implementation
of teaching, especially practical teaching and practice in enterprises. For all of these elements,
businesses have provided not only works but also living allowances for the students. After
graduation, the qualified students then have a job with the firms. Not only is the teaching
quality of vocational education ensured, but the enthusiasm of youngsters for learning
vocational technology significantly improves.
According to Se-Yung Lim (2009), in Korea, vocational education initially took place
in vocational high schools at the secondary level, polytechnic colleges and junior colleges in
tertiary level, and also in vocational training institutes as part of non-formal education under
the Ministry of Labour. Vocational technical high schools in Korea are confronting many
problems: lack of attraction for middle school graduates, low rate of applicants employed
after school leaving, and a low level of recognition by industry regarding the quality of
technical high school education. To enhance student motivation and industry recognition,
Korean technical high schools have tried to implement new educational approaches that could
strengthen the industrial orientation of the curriculum.
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In Germany, Zwick (2006) used data collected from the Institute for Employment
Research establishment panel with a 5-year observation period. He estimated the impact of
training intensity on the establishment of productivity. The research result indicated that
increasing the training intensity had a positive and significant effect on firm productivity in
Germany. This author also recommended that enterprises and vocational training schools

needed futher cooperation in order to improve the quality of the graduates.
2.2. National related research
The quality of the labor force is reflected (although imperfectly) through the level of
education and training. Although official statistics indicates that Vietnam is among the highest
literate country in the region, there is evidence that the country’s education system fails to
provide employers with the needed qualified personnel, and poorly prepares students for the
jobs they might hope to have in the future. This may be explained in part by low returns to
investment in training and education. Some economists find out that the private rate of return
to education in Vietnam is low compared with international standards (Moock et al., 2003).
This could be a reason why workers are not inclined to improve their skills.
Thang & Quang (2007) addressed training and development in Vietnam. This article
reviews the general socio-economic background of the country, the high need for skilled
labour, the structure of its educational system, the pitfalls at the high education level, and the
strategy to overhaul the whole system in order to ensure quality from the input phase of the
development process. In this study, the author has also suggested that Vietnamese government
needs to encourage the collaboration between enterprises and vocational training schools.
Thang & Quang (2005) used data from a study of 137 cross-sector enterprises to
estimate the impact of training on firm performance. The survey was conducted in 2003. They
found out that there was a positive association of training with market share and
organisational performance. In a follow-up paper, Thang & Quang (2005) indicated that
foreign investment enterprises tended to provide more on-the-job training than other types of
enterprise. However, off-the-job training was preferred less by foreign investment enterprises
than by state-owned enterprises. The study has also recommended that enterprises and
vocational training schools need more cooperation in order to improve the quality of the
graduates.
Thang, Quang & Buyens (2011) studied the impact of training programmes on firm
performance by using the data from the VESI 2007. From a survey of 196 companies, the
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major findings indicated that the companies which implemented training in 2006 had

increased sales and productivity (by 0.18 percent) in manufacturing companies. In addition,
manufacturing companies which implemented training programmes after 2005 increased by
0.32 percent in total sales and productivity per year between 2005 and 2006. The survey result
also showed that manufacturing companies had been solely focusing on training for technical
engineers.
Although vocational training is widely acknowledged to play an important role in the
development of the human resources for the country, there is still no systematic data in
Vietnam for vocational training system. Therefore, according to recent statistics, there have
been about 1000 vocational schools/centers in Vietnam, capable of educating 1.5 million
workers a year. Every year, the vocational training system provides training for 6.6 million
people (1.14 million people on long-term training and 5.46 million people on short-term
training). However, the quality of vocational training is posing a big challenge for Vietnam to
improve its labor force.
In addition to the long overdue problems such as inadequate training curriculum,
training methods, and facilities, the training of the vocational training schools has little
connection with the business sector although the vocational training system is now moving
towards a demand-based system. In recent years, the vocational training sector of Vietnam has
received much attention from the government as well as foreign and international
organizations. However, the author has not seen any studies in Vietnam about Assessment of
capability, knowledge and skill of vocational school graduates: A basis for enhanced
industry-academe cooperation. Therefore, this study might play a part in filling this gap.
2.3. Theoretical and conceptual framework
2.3.1. The quality of training
Quality is the most important issue of all schools. Striving to improve the quality of
education has always been considered the most important task of all vocational training
institutions. In education and vocational training, quality is a difficult concept to define and to
measure. Nowadays, there are several points of view about the quality of training.
a. Quality assessed by "input"
Some people said that: "The quality of a school depends on the quality or quantity of
its input." This view is called "resources view", in other words:

RESOURCES = QUALITY
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According to this view, a high-quality school is one that recruits outstanding students,
prestigious teaching staff and enough financial resources to equip the laboratories, lecture
halls and the best facilities.
This view ignores the impact of the training process which last diversely and
continuously for a long time in schools, especially the positive efforts of learners. In fact,
according to this evaluation, the training process is considered a "black box" based on the
assessment of "input" and the conjecture of "output"’s quality. This concept has moved from
considering the quality to considering the conditions of forming it.
b. Quality assessed by "output"
Another viewpoint about the quality of training claims that "output" is more important
than "input". "Output" is the product of the training process which is shown in the degree of
work completion by graduates. There are two basic problems related to this approach. Firstly,
the relationship which is existing in reality between the "input" and "output" is not
considered. Secondly, "output" assessement of each school is highly diverse.
2.3.2. The criteria for assessing the quality of vocational training
According to the concept of output quality, these following criteria are used to assess
the quality of vocational training:
- Social quality, occupation (moral, awareness and responsibility);
- Health status;
- Knowledge and skills;
- Capacity of practice;
- Ability to adapt to the labor market;
- Capacity to research and develop of learner after graduation;
The criteria of knowledge and skills, according to B.Bloom (1956), are classified into
6 levels as shown in Table 2.1.
Table 2.1. B.Bloom’s taxonomy of knowledge and skills
Level of quality

Knowledge Skill
Low Knowledge Imitation
Moderate Comprehension Formation of initial skills (as directed)
Average Application Formation of basic skills (independently)
Fair Analysis/ Synthesis Skills collaboration
Good Evaluation Formation of techniques
Very good Development/ Innovation Development/ Innovation
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2.3.3. Factors affecting the quality of vocational training
a. External factors
a1. The factors of state policy
Mechanism and policy affects the quality of training in the following aspects:
- To promote or to inhibit competition in quality improvement. Will there be an equal
environment for training institutions or not?;
- To encourage or to inhibit the mobilization of resources to improve quality;
- To encourage or to restrict the vocational institutions to expand their training
cooperation with businesses;
- The regulations about the responsibilities and relationships between training
institutions and employers, between the school and the working place;
- The policies on investment and financial facilities for vocational training institutions;
- Is there a standard for quality training, a system for assessment, training quality
control, regulation of training quality management or not?;
- The policies on labor, employment, wages of employees after vocational training,
vocational teachers and vocational trainees.
In summary, mechanism and policies affect all stages from input to the training
process and output of the vocational schools. They include factors affecting the environment
and environmental impact on vocational training.
a2. The environmental factors

The environmental factors include:
- The trend of globalization and international integration affects all aspects of the
country, including vocational training activities. Globalization and integration requires that
the quality of vocational training of Vietnam must be raised to create products meeting the
requirements of regional and global markets. It also provides opportunities for Vietnam
vocational training to quickly reach the advanced level.
- The development of science and technology requires employees to catch the
opportunities and study regularly to master new technology. This means that institutions have
to innovate to meet the changing educational needs. Technological science, including that of
education and training helps to innovate the method, facilities and operation and to improve
the training quality.
- The development of socio-economic contributes to the changes in the perceptions of
society about vocational training and the role of skilled labor. These changes affect the quality