Assessment of capability, knowledge and skills of vocational school graduates a basis for enhanced industry academy cooperation

ACKNOWLEDGEMENT
Thai
University
On Nguyen
completion
of this study, the author has
received Luzon
significant
support
and
Southern
State
University
Socialist
Republic
of
Vietnam
collaboration from many organizations and individuals.
Republic of Philippines
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
HA XUAN QUANG
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
(BRIEF)
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
Principal
: Dr.
A. State
Walberto
Macaraan
Dr. A. Walberto
MacaraanSupervisor
from Southern
Luzon
University
for his exemplary guidance,
monitoring and constant
the course
of this thesis.
Fromencouragement
Southern throughout

Luzon State
University
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.

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

DOCTORAL DISSERTATION

Sincerely thank you.
.
Thai Nguyen, May 2013

August, 2013
1


LIST OF ABBREVIATIONS

Abbreviation
GDVT
GIZ

Meaning
General Department of Vocational Training
German Society for International Cooperation, Ltd

HaUI

Hanoi University of Industry

HCM

Ho Chi Minh

IVT
JICA
MOARD

Institute for Vocational Training
Japan International Cooperation Agency
Ministry Of Agriculture and Rual Development

MOET

Ministry Of Education and Training

MOIT

Ministry Of Industry and Trade

MOLISA
NVQs
QCA

Ministry Of Labor, War Invalids and Social Affairs
National Vocational Qualifications

Qualifications and Curriculum Authority

SLSU

Southern Luzon State University

SMEs

Small and Medium Enterprises

TNU
VCCI

Thai Nguyen University
Vietnam Chamber of Commerce and Industry

2


CHAPTER I: INTRODUCTION
1.1. Background
“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).
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. The research results will provide a basis for
solutions for the improvements of vocational training quality in Vietnam.

1.2. Problem Statement
The current quality of graduates from vocational schools 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.
The overall objective of this research is to improve industry-academe cooperation in
enhancing skills and knowledge of vocational school graduates.
1.3. Reseach Objectives
This research is conducted with four 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; (2) to assess capability, 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.
1.4. Research Questions
With the above objectives, the following questions are addressed to meet the
objectives of this dissertation:

3


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 ?
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 program 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)
1.5. Hypotheses
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 industries);
H3. Enterprises are willing to cooperate with schools in vocational training activities;
H4. Vocational schools are not satisfied with the conditions to ensure the quality of
vocational training;
H5. There is no differences between enterprises/ 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. The enterprises in
partnership with MOIT’s schools have been surveyed to assess capability, knowledge and

4


skill of graduates from vocational schools and to receive their opinions about the schoolenterprise cooperation. 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).
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.
The research instruments are mainly interviews and survey with questionnaires.
1.7. Reseach Definitions
- Quality of graduates.
- Industry – Academe Cooperation.
1.8. Significance of the Study
The significance of the research results will be addressed as followings:
(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) Provide scientific basis for the leaders and teachers at vocational schools to implement
solutions in the improvement of vocational training in general and of industryacademy cooperating program in particular.
(3) Provide basis for managerial agencies in the establishment and completion of
rules/mechanism to promote the participation of businesses in vocational training
progress and in the development of industry-academy cooperation.
(4) Provide references for teaching and learning about business or vocational school
administration, for researchers and for those who interested in vocational training and
industry-academy cooperation.
1.9. Structure of the Study
The dissertation consists of five chapters.
Chapter I : Introduction
Chapter II : Review related literature and studies
Chapter III: Methodology

Chapter IV: Presentation, analysis and interpretat of data
Chapter V : Summary of findings, concusions and recommendations

5


1.10. Conclusion
The purpose of this study is to indentify the major factors for developing program
collaboration between enterprises and vocational training schools 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.

6


CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

2.1. International related research
2.2. National related research
2.3. Theoretical and conceptual framework
2.3.1. The quality of training
2.3.2. The criteria for assessing the quality of vocational training
2.3.3. Factors affecting the quality of vocational training

a. External factors
b. The internal factors
Quality of vocational training is the result of positive impacts of all elements in

training system and training process in a certain environment. These factors can be
generalized in Figure 2.3.

Environment for
vocational training
- Training Objective;
- Syllabus and
Training Materials;
- Teachers and
Students;
- Workshops,
Equipments and
Finance.

Training
process

Quality
of
graduates

Feedback

Figure 2.3. The factors influencing quality of graduates (Phan Chinh Thuc, 2003)

2.3.4. Cooperation between schools and enterprises in vocational training
2.3.4.1. The contents of cooperation
- Cooperation in setting up traing plan

7

- Cooperation in providing facilities and finance
- Cooperation in providing teachers
- Cooperation in designing training curricula
- Cooperation in information exchange
2.3.4.2. The level of cooperation
- Comprehensive cooperation.
- Partial cooperation (limited)
2.3.4.3. Influence of cooperation on the knowledge and skill of graduates
Cooperation between schools and businesses will basically and comprehensively
affect all factors. Thus, it will impact the quality of vocational training and the knowledge and
skill of graduates.

Environment - Policy

Cooperation
Industy - Academe

Teachers

Equipment,
Facilities

Knowledge and
Skills of Graduates

Environment - Policy

Environment - Policy

Curricula

e
Students

Figure 2.4. The impact of school-business cooperation in vocational training quality
(The author has synthesized from the above analyses)

8


2.4. Analysing framework
From analysis above, the author has proposed the following model to examine the
collaboration between enterprises and vocational training schools (Figure 2.5). For example, a
framework for analysing collaboration in curriculum development is presented in Figure 2.6.
Vocational training in
school: Curriculum,
Faculty qualification,
Facilities.

Industry needs in
knowlegde and skills
of graduates.

Benefits of
cooperation

School - Enterpise
Cooperation

Hindrance of the
cooperation

Figure 2.5. A framework for analysing collaboration between enterprises and vocational
training schools (The author has built up from practical and theoretical analyses)

Curriculum

Assessment of
existing situation

Requirement of
the industry
Cooperation
school – industry

Quality graduates

Figure 2.6. A framework for analysing collaboration in curriculum development
(The author has built up from practical and theoretical analyses)

9


CHAPTER III: METHODOLOGY

This chapter presents the methods used in this research. The methods in use show a
combination between quantitative and qualitative research. Data include secondary data from
statistical reports and primary data from in-depth interviews, typical case studies and survey

by questionnaires. The content of this chapter includes (1) Research design, (2) Determination
of Sample, (3) Research instrument, (4) Data gathering procedure, (5) Data processing
method, (6) Assessment of the reliability of the scale, (7) Statistical treatment.
3.1. Research design
Design of the research is shown in the following Figure 3.1

Literature review,
theory

Research issue

Design of tools to
collect data

Collection, treatment and
analysis of data from
vocational schools

Collection, treatment and
analysis of data from
enterprises

Analysis and
comparison

Findings, conclusion
and proposal

Figure 3.1. Research Design

10


3.2. Determination of sample
3.2.1. Subject, vocational schools sample
According to recent statistical report, MOIT has 32 schools. The author chose to study
10 schools for the survey. They are large schools (in terms of the number of students) and
have many collaborative activities with enterprises according to the author’s observation.
In comparison, the author also surveyed 02 vocational schools out of MOIT with large
number of students apprentices, 01 of Ministry of Agriculture and Rural Development, 01 of
Nghe An province.
HaUI’s collaboration with enterprises is in deep research.
3.2.2. Subjects and sample of enterprises
The businesses selected for the survey are currently in partnership with vocational
schools of MOIT, and 02 schools outside MOIT. Without an accurate population of
enterprises cooperating with these schools, the author recommends an introduction of a list of
250 companies to survey. The businesses are all surveyed by questionnaires. Respondents
consist of leaders (directors, deputy directors) or managers (head/deputy head of the
production department, of training department and of human resources department). 01
enterprise is chosen for direct and in-depth interview.
3.3. Research instrument
Questionnaires and interview reports are used in the primary data collection.
3.3.1. Interview outline
The author conducts non-structured interview report with only the outline but not the
entire set of questions. Questions used in the interviews are mostly open-ended ones. The
scales used in the questionnaire are mainly qualitative scales. The interview report is used for
subjects including vocational school leaders, business leaders and managers in training.
3.3.2 Questionnaire
Two kinds of questionnaire are in use for the study: Questionnaire for vocational
schools and questionnaire for enterprises.

3.4. Data gathering procedure
To conduct the actual survey, works are implemented as belows:
(1) Send e-mails and telephone for acceptance and schedule.
(2) Guideline for direct survey.
(3) Scenario and survey schedule

11


3.5. Data processing method
After collecting the data using survey instruments, data are imported and cleaned.
Import and store data:
Data are entered and stored on computer. Excel spreadsheet software and SPSS
statistical software are used for importing and processing. Each questionnaire is assigned an
ID. Each question (variable) is named in accordance with the provision of the SPSS variable
declaration.
3.6. Evaluation the reliability of scales
Cronbach Alpha calculation method is used to evaluate the reliability of the scale with
many indicators using many variables to study a problem.
3.7. Statistical treatment
3.7.1. Descriptive Statistics
Descriptive statistics analysis helps to observe each variable thoroughly and
understand the nature of the data, from which we can understand the subject/ research issue
via these variables. Upon understanding the nature of the statistical data, we can realize the
relationship between variables and orientate the analysis applying further analysing
techniques such as comparison, correlation, regression (Tran Tien Khai, 2007). The author
uses SPSS to calculate the quantities such as Max, Min, Mean, Median, Mode, Std.Deviation,
Variance for quantitative variables and set up table of frequencies for qualitative variables .
3.7.2 Accreditation of the relationship
T-test accreditation is used to check the relationship between the ordinal variables,

interval and calculate correlation coefficient r and Chi-square (X2) is used to check the
relationship between nominal variables
3.7.3. Data presentation
Data presenting tools in the thesis include tables and graphs. Tables are built by the
SPSS software while graphs are drawn by EXCEL.

12


CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents and analyses the data collected to elucidate the research issue
and to answer the research questions indicated in Chapter 1. Research findings are based on
data analysis and accreditation by statistics tools to ensure statistical reliability.
4.1. Characteristics of the survey sample
4.1.1.Vocational schools
There is a total number of 10 MOIT’s vocational schools and 2 schools of other
sectors in the survey (Table 4.1). These schools are located in either the North or the South of
Vietnam, including universities, colleges and vocational colleges (Table 4.2).
Table 4.1. Number of schools sorted by the managerial agency
Supervisor

Frequency

Of MOIT
Out of MOIT
Total

Percent
10
2

12

83.3
16.7
100.0

Table 4.2. Number of schools sorted by the highest level of training
Level of training
University
College
Vocational College
Total

Frequency

Percent
3
6
3
12

25.0
50.0
25.0
100.0

4.1.2. Enterprises
The survey sample of enterprises includes 233 enterprises currently in cooperation
with vocational schools with various types of ownership, industries, scale (Table 4.5, Table
4.6, Table 4.8)

Table 4.5. Number of enterprises sorted by type of ownership
Form of ownership

Frequency

Percent

State-owned

28

12.0

100% FDI

12

5.2

Joint venture

12

5.2

Private/ Joint stock

181

77.7

Total

233

100.0

13


Table 4.6. Number of enterprises sorted by industry
Industry

Frequency

Percent

Mechanics

78

33.5

Electrics/Electronics

60

25.8

Other industries

95

40.8

233

100.0

Total

4.2. Enterprises’ assessment of the knowledge, skills and capabilities to work of
graduates from vocational schools
4.2.1. Assessment of attitude and capability to work against job requirements

Figure 4.1a. Enterprises’ assessment of attitude and capability to work of graduates
4.2.2. Assessment of general knowledge

Figure 4.2a. Assessment by enterprises of general knowledge of graduates

14


4.2.3. Assessment of foundational knowledge and skills

Figure 4.3a. Assessment by enterprises of foundational knowledge and skills of graduates
4.2.4. Assessment of mechanical knowledge and skills

Figure 4.4. Assessment by enterprises of mechanical knowledge and skills of graduates
4.2.5. Assessment of electric/electronic knowledge and skills

Figure 4.5. Assessment by enterprises of electric/electronic knowledge and skills of graduates

15


4.3. Assessment of conditions ensuring the quality of vocational training in vocational schools
1. Vocational training program

Figure 4.6. Assessment of the vocational training program
2. Vocational training teachers

Figure 4.7. Assessment of vocational training teachers
3. Facilities and equipment for vocational training

Figure 4.8. Assessment of facilities and equipment for vocational training

16


4.4. Forms of cooperating activities currently organized at vocational schools
4.5. Benefits of cooperation according to the assessment of enterprises and vocational schools

Figure 4.10. Assessment of benefits of cooperation by schools and enterprises
4.6. The influence of cooperating programs on the knowledge and skills of vocational
school students
The cooperation between enterprises and vocational schools have influence on
knowledge and skills of graduates at different levels. In which, it is internship program at
companies that represents the highest rate of influence. Learning support from enterprises also
affect the improvement of knowledge and skills of graduates from vocational schools.

4.7. Cooperating programs that enterprises expect/desire to participate

Figure 4.12. Desire/willingness to cooperate of enterprises

17


4.8. Factors hindering cooperation
The factors that hinder cooperation including (1) lack of state regulations to
encourage/force the schools and enterprises to cooperate, (2) lack of information about
partners, (3) benefits of two sides may not be guaranteed.
4.9. Accreditation of the relationship between the variables/factors
- The relationship between the type of ownership (SOHUU) and opinions on the
development of cooperation (C6)
- The relationship between the types of industry (C1.4) and opinions about the
development of cooperation (C6)
- The relationship between SOHUU and C2, C3, C4, C5, C7, C8
- The relationship between the variables C1.4 and C2, C3, C4, C5, C7, C8.
4.10. Construction of regressional function to analyse the relationship between factors
Using SPSS to perform calculations and accreditation, we have the model

that

satisfies the accreditation: B2=0.558+0.184*B1.2+0.304*B1.3+0.278*B3; R2=0.445
This model can be used to predict the value of B2 if the value of B1.2, B1.3 and B3
are known (with certain tolerance and reliability).

18

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1. Findings of study
1.

The results show that enterprises assess the working capability, the general

knowledge and the vocational knowledge/skills rather low in comparison with production
requirements (less than 4.0 on a 5.0 point scale). There is no differences in the assessment of
knowledge and skills of graduates between enterprises of different ownership. However, there
is difference in the assessment between enterprises of different industries. The weakest points
are: the ability to organize production process, problem solving, teamworking, English skills,
NC, CNC, PLC, PIC programming and operating modern equipment skills. This is the
problem that enterprises have to face with in the process of production development: How to
build up a high quality workforce to meet the requirements of business? Cooperation with
vocational training schools is one of the feasible solutions for this issue, which has been
applied successfully by some enterprises.
2.

Vocational schools have to face with the fact that elements to ensure the

quality of vocational training are limited. The weakest points are: vocational programs not
updated with business feedback, training equipment using obsolete technology, vocational
teachers have little access to actual production. This reinforces the poor assessment of
enterprises about the knowledge, skills and working capability of graduates from vocational
schools. The vocational schools have to find solutions for this issue in the condition of lacking
resources from the government. Cooperation with the enterprises for further resources is an
appropriate solution that has been successfully applied by some vocational schools.
3.

Many cooperating programs have been done. However, the most popular

program is providing students with internship opportunity at enterprises. Other programs of
cooperation have not been done regularly and lacked in numbers. However, some schools
have an effective cooperating model.
4.

Businesses are willing to cooperate with vocational schools. All survey

collaboration programs are accepted (with the lowest of over 35% and the highest of 90% of
enterprises agree to cooperate). Almost all enterprises are aware of the significant benefits of
school-enterprise cooperation. This cooperation provides enterprises with skilled human
resources. This is an essential basis for vocational schools to operate cooperating programs
with enterprises in accordance with their conditions.

19


5.

Factors that hinder cooperation and business schools are consistently agreed by

both sides (schools and enterprises). Lacking of state regulations to encourage both parties to
cooperate, lacking of information on partnership and not ensuring the mutual benefits are
main obstacles in the development of cooperating programs. Removing these barriers will
improve the development of cooperation. This requires the participation of schools,
enterprises and the government. The activeness of each party (schools, enterprises) in the
cooperation is an indispensable and key factor. The cooperation have to ensure a win-win
benefit to both parties.
6.

Enterprises and schools have similar assessment of the benefits of cooperation.

Therein, the evaluation of benefits by enterprises is higher than that of schools. There is no
differences in the evaluation of the benefits of cooperation between enterprises of different
industries or different types of ownership. Opinions of teachers from schools of different
groups (region/ level of training/ scale of training) represent no difference in the assessement
of benefits of cooperation. This is an important basis to build up and operate collaboration
programs. All programs need to show benefits to both parties.
7.

All cooperating programs show influence on the knowledge and skills of

students in vocational schools. It is internship at enterprises that has the most significant
influence. Supporting programs of enterprises for students (scholarships), providing
information on recruitment, receiving interns all have impact on the improvement of the
knowledge and skills of graduates. The development of cooperation leads to improvement of
the quality of training.
8.

Generally, there is no different opinions about the development of the school-

enterprise cooperating program between the enterprises of different industries and different
types of ownership. However, enterprises of different industries show differences in two
cooperating programs which are exchange of information and advice on training plan.
9.

There are three groups of cooperating programs between schools and

enterprises can be developed to improve cooperation : (1) Collaboration in information

exchange, (2) Collaboration in providing and exchanging resources and (3) Collaboration in
setting training targets and plans of vocational school.
5.2. Accreditation of the hypotheses
According to the results of analyses in chapter IV, the hypotheses have been tested and
shown in Table 5.1

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Table 5.1. The result of accreditation of hypotheses
Hypothesis
Accepted or Rejected
H1. Enterprises are not satisfied with the working capability,

Accepted

knowledge and skills of graduates
H2a. There is difference in the assessment of capability, knowledge

Rejected

and skills of graduates by enterprises of different types ownership
H2b. There is difference in the assessment of capability, knowledge
and skills of graduates by enterprises of different industries

Accepted

H3. Enterprises are willing to cooperate with schools in training
programs

Accepted

H4. Vocational schools are not satisfied with the conditions to
ensure the quality of vocational training

Accepted

H5. There is no difference between schools and enterprises in the
assessment of benefit of cooperation

Accepted

H6. There is relationship between assessment of conditions to

Accepted

ensure training quality and school-enterprise cooperating activities
5.3. The relationship between factors and the development of school -enterprise
cooperating programs
The findings of relationship between variable representing the development of
cooperating programs and dependent variables are shown in the following equation:
B2 = 0.558 + 0.184 * B1.2 + 0.304 * B1.3 + 0.278 * B3
In which:
B2

: Development of cooperating programs

B1.2

: Assessment of vocational training teachers

B1.3

: Assessment of vocational training equipment

B3

: Assessment of benefits of cooperation

5.4. Proposals for the development of programs collaboration school - industry
1. Solutions for vocational schools
- Establish specializing department which is in charge of the development of schoolenterprise cooperation. Improving the skills of business relations for staffs and teachers.
- Improve the training capacity of schools to meet the requirements of enterprises in
the cooperation.
- Proactively propose cooperation programs in accordance with capability and make
the best and effort to keep the commitments.

21


2. Solutions for the businesses
The partnership programs all bring benefits to the enterprises (directly or indirectly).
Direct benefits include actively recruiting qualified personnel, reducing training costs and
improving the qualification of employees, etc.. Enterprises should also implement social
responsibility and the duty to develop human resources of the country, which is indirectly
beneficial for them.
3. Establish communication channels between vocational schools and businesses to
better understand the needs and capabilities of each side
- Take the advantage of ICT, especially the internet.
- Organize workshops between vocational schools and enterprises.

- Organize visiting trip and discussion with enterprises.
- Organize survey in businesses to collect information about partnership programs.
- Develop the activities of the alumni.
4. The government should develop a policy framework to ensure the rights and
encourage the cooperation
- Complete the regulations about vocational training: Schools and enterprises have to
work closely together in the building of training program, operating training activities,
arranging teachers and finding jobs for students.
- Complete the regulations that enterprises have to be engaged in vocational training.
Establish the policy to support tax, funding, land hiring, .. to encourage enterprises to
participate in vocational activities and in cooperation with vocational schools.
- Build a legal framework to ensure the rights and interests of the enterprises when
they support students, which restricts the cases of students changing jobs once they are
supported in the study.
5.5. Conclusion
The research objectives has been completed. Six (06) hypotheses have been tested.
seven (07) research questions have been answered. Nine (09) research findings have been
found out according to data analysis.
The results of this study can help MOIT’s schools and other vocational schools to
complete their cooperating programs with enterprises to improve the quality of training. The
study also provides a good basis for managerial agencies to develop appropriate policies to
promote school-enterprise cooperating programs. This is also a reference resource for the
people studying about vocational training and other interested ones.

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Scientific articles
1. Ha Xuan Quang. The basis for developing industry-school cooperation. Journal –
Science and Technology. Issue16 - 06/2013.

2. Ha Xuan Quang, Vu Đinh Thom, Đo Nguyen Hung, Vu Trung Kien, Junichi Mori.
Research on the assessment of enterprises about the results of vocational training and
solutions to improve training programs in accordance with production requirements.
Journal – Science and Technology. Issue 15 - 04/2013.
3. Ngo Thi Kim Dung, Ha Xuan Quang. To ensure the quality of human resources
training in Information Technology to meet the social needs. Processding of National
conference on

Human resources training

in Information Technology and

Communications for social needs. Da Nang, 01/2008.
4. Ha Xuan Quang. Some solutions to improve vocational training to meet the needs of
human resources for industrial sector. Journal - Engineering today. Issue 36 - 05/2000.

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