Quản lý nhà nước về bồi dưỡng tiếng anh cho công chức cơ quan hành chính nhà nước trung ương đáp ứng yêu cầu hội nhập quốc tế tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING

MINISTRY OF HOME AFFAIRS

NATIONAL ACADEMY OF PUBLIC ADMINISTRATION

GIAP THI YEN

STATE MANAGEMENT ON ENGLISH TRAINING FOR
CIVIL SERVANTS OF THE CENTRAL STATE
ADMINISTRATIVE AGENCIES TO MEET THE
INTERNATIONAL INTEGRATION REQUIREMENTS
Major: Public management
Code: 62 34 04 03

SUMMARY OF DOCTORAL THESIS IN PUBLIC MANAGEMENT

HÀ NỘI, 2020

1


The thesis was completed at the NATIONAL ACADEMY OF PUBLIC ADMINISTRATION.

Supervisors:

- ASSOC. PROF. DR. NGUYEN THI HONG HAI
- DR. NGUYEN NGOC VAN

Opponent 1: ……………………………………………………………
……………………………….……………………………

Opponent 2: ……………………………………………………………
………………………………..……………………………
Opponent 3: ……………………………………………………………
………………………………….…………………………

The thesis will be defended in the presence of the Thesis Assessment Council of the Academy.
Location: Doctoral thesis defense room - Meeting room….. Building……, National Academy of
Public Administration. No. 77 - Nguyen Chi Thanh Street - Dong Da District - Hanoi
Time: at ……… on date… month…. year ….

The thesis can be found at the National Library of Vietnam or the library of the National Academy of
Public Administration.

2


INTRODUCTION
1. Rationale
In the context of deeper and deeper international integration today, training and
improving English proficiency for civil servants is an urgent requirement to help civil
servants proactively access to the knowledge treasure of human, in order to serve for
work, and step by step help our country integrate into the region and the world. In reality,
the state management agencies have built and issued the policies and laws on English
training. However, these policies have not been appropriate and close to reality, have not
yet motivated and forced civil servants of the central state administrative agencies to have
degrees and certificates corresponding to their English proficiency at work to meet
international integration requirements; the process of organization and implementation
has mainly concentrated on the form and quantity, has not really paid attention to the
training quality; inspection, examination and management of English training quality
have been still lax, which leads to the fact that a lot of civil servants of the Central State

administrative agencies have English degrees and certificates in accordance with the
criteria of ranking scale and title of civil servants but only few of them can use English
proficiently for work when required. To contribute to solving the aforementioned
problems as well as meeting the requirements in the new situation, it is essential to have a
systematic study on theory and practice; therefore, studying the topic of “State
management on English training for civil servants of the central state administrative
agencies to meet the international integration requirements” is necessary and practical in
the current context.
2. Research purposes and tasks
- Research purposes: build the arguments to propose viewpoints and solutions to
complete the state management on English training for the team of civil servants of the
central state administrative agencies to meet the international integration requirements.
- Research tasks: systematize the thesis-related researches; clarify the literature
review of state management on English training; survey, analyze and assess the real
situation, propose viewpoints and solutions to complete the state management on English
training for civil servants of the central state administrative agencies to meet the
international integration requirements today.
3. Research subject and scope
- Research subject: State management affairs on English training for civil servants
of the central state administrative agencies to meet the international integration
requirements.
- Research scope: In terms of content: build, issue and organize the
implementation of policies and laws; inspect, examine and manage training quality; and
create motivation to use English for civil servants of the central state administrative
agencies. In terms of space: study the state management affairs on English training for
civil servants of ministries and ministerial-level agencies. In terms of time: study the state
management affairs on training English for civil servants in recent times.
4. Methodology and research methods
The thesis made approaches based on the methodology of Marxism - Leninism,
Ho Chi Minh ideology and the Party and State’s viewpoints on training and fostering

civil servants; applied and combined the specific research methods such as document
research method; sociological survey method with questionnaire; methods of comparison,
analysis, synthesis, systematization, generalization; and inheritance and development of
other research results.
3


5. Research questions and research hypotheses
- Research questions: 1. How are the English proficiency requirements for civil
servants of the central state administrative agencies to meet international integration? Has
the English proficiency of civil servants of the central state administrative agencies met
the international integration requirements yet? To help civil servants meet the English
proficiency requirements, which requirements should be met by the State management on
English training for civil servants of the central state administrative agencies? 2. How is
the state management on English training for civil servants of the central state
administrative agencies being conducted? What are the basic limitations and causes of
these limitations? 3. How to complete the state management on English training for civil
servants of the central state administrative agencies in order to improve English training
quality and contribute to improving English proficiency for civil servants of the central
state administrative agencies to meet the international integration requirements?
- Research hypotheses: 1. International integration sets out the requirement that
compels civil servants of the central state administrative agencies to use English to
communicate and work directly with foreign partners; learn, research and improve
professional skills. However, in reality, the majority of them have English degrees and
certificates meeting the criteria of ranking scale and title of civil servants, but very few
people can use English to work independently in the international cooperation
environment. To satisfy the aforementioned requirements, the State needs to build a
specific mechanism; be proactive and flexible in managing, operating, promoting the
autonomy and self-responsibility of training institutions in the process of English training
for civil servants; manage the training quality and create motivation for regular English

use at agencies and units for civil servants of the central state administrative agencies. 2.
Although the state management on English training for civil servants of the central state
administrative agencies has been concerned and implemented, but has still been limited.
These limitations come from many reasons. The reason is that the policies and laws on
English training built and promulgated by the State management agencies are still
general, there are no sanctions that force the civil servants of the central state
administrative agencies to have degrees and certificates corresponding to their English
proficiency at work to meet international integration requirements; the process of
organization and implementation has mainly concentrated on the form and quantity, has
not really paid attention to the training quality; inspection, examination and management
of English training quality have been still lax, which leads to the fact that a lot of civil
servants of the Central State administrative agencies have English degrees and
certificates but they cannot use English proficiently for work when required. 3. To meet
the requirements of English proficiency of civil servants in the international integration
context, improving the State management on English training for civil servants of the
Central State administrative agencies should be conducted in the following directions: (i)
The State needs to build and complete the laws and policies on improving English
proficiency for civil servants of the Central State administrative agencies based on their
positions and titles under the compulsory and encouraging direction in order to create
conditions for civil servants to actively participate in training and self-training English;
(ii) Perfect the organizational structure of state management agencies on English training;
(iii) English training organization for civil servants should focus on investing in facilities
and developing a team of lecturers who are not only good at communicating in English
but also have the specialized English level related to professional skills and knowledge of
civil servants, especially promoting the autonomy and self-responsibility for English
4


training quality of training institutions; (iv) The State strengthens management of the
training quality, inspects and examines English training activities of training institutions

for civil servants of the Central State administrative agencies; (v) Develop English
training programs and materials in accordance with the requirements of civil servants of
the Central State administrative agencies in the international integration context; (vi)
Create a favorable environment for English teaching, learning and use of civil servants of
the Central State administrative agencies, and create motivation for civil servants to
actively participate in training and self-training, actively using English for official duties
in the international integration context.
6. New contributions of the thesis
- In terms of theory: The thesis is a comprehensive and profound research on
theoretical basis of state management on English training for civil servants of the Central
State administrative agencies in Vietnam. The results of this research will supplement
and improve the concepts and requirements of training, characteristics, subjects, contents
of State management on English training; factors affecting the state management on
English training for civil servants of the Central State administrative agencies in the
international integration context.
- In terms of practice: The thesis provides accurate, timely and complete
information on English training for civil servants of the Central State administrative
agencies in Vietnam. This information helps policymakers and managers to perfect their
policies, coordinate to implement the function of state management on English training
for civil servants; serve the research, teaching and learning in the field of public
management throughout the country.
7. Thesis structure
In addition to the introduction, conclusion, list of the author’s publications,
appendices and reference list, the thesis is structured into 04 chapters including Chapter
1: Overview of thesis-related research works; Chapter 2: Theoretical basis of state
management on English training for civil servants of the Central State administrative
agencies in the international integration context; Chapter 3: Current situation of state
management on English training for civil servants of the Central State administrative
agencies in Vietnam; Chapter 4: Viewpoints and solutions to perfect the state
management on English training for civil servants of the Central State administrative

agencies.
CHAPTER 1
OVERVIEW OF THESIS-RELATED RESEARCH WORKS
1.1. Thesis-related research works
1.1.1. Research works on foreign language training and fostering for civil
servants
1.1.1.1. Domestic research works
The vast majority of domestic research works mention different aspects of foreign
language training and fostering in the national education system. The researches on
foreign language training and fostering for civil servants are quite few, there are only a
few researches on English learning methods, English-using requirements for civil
servants; among them, several researches have proposed some specific solutions on
foreign language training and fostering for civil servants. The analysis and evaluation of
the aforementioned researches are the basis for reference when the author develops the
5


theoretical framework of English training for civil servants of central state administrative
agencies.
1.1.1.2. Foreign research works
The system of foreign research works mainly focuses on the policies of foreign
language training and fostering for human resources in general, and foreign language
training, especially English, for their civil servants in particular. These researches have
highlighted the important role and impact of English on human resources and socioeconomic development of countries. Language policies in other countries have provided
the author with suggestive information for her thesis topic.
1.1.2 Research works of state management on foreign language training and
fostering for civil servants
The researches of State management on training and fostering civil servants have
received the attention and concern of many researchers. However, the researches of State
management on foreign language training and fostering for civil servants are still lacking,

there are only a few researches related to the policy of foreign language teaching and
learning of civil servants.
1.2. Comment on literature review and further research direction of the
thesis
1.2.1. Achievements
Firstly, most of the authors concentrate on studying foreign language training and
fostering in the national education system. State management on English training for civil
servants of the Central State administrative agencies is not interested and paid attention to
by researchers; only a few researches focus on the method of foreign language teaching
and learning, English-using requirement and important role of English for civil servants
and socio-economic development; Secondly, assessing the current situation of State
management on English training for civil servants of the Central State administrative
agencies is still sketchy, they are just the qualitative judgments and assessments with the
lack of statistical data and comprehensive assessment about the real situation of state
management on English training for civil servants of the Central State administrative
agencies; Thirdly, the solutions of foreign language training and fostering for civil
servants are still scattered and not systematic. The solutions of state management on
English training for civil servants of the Central State administrative agencies are not
mentioned in the researches.
1.2.2. The contents should be continued to study
In addition to internalizing the research results of the former researchers, the
author will focus on solving the five basic issues as follows: firstly, assess the impact of
international integration and foreign language requirements set out for civil servants of
the Central State administrative agencies in the international integration context;
secondly, research and build the requirements on English training contents, methods and
forms for civil servants of the Central State administrative agencies; thirdly, research,
build and perfect the system of theoretical basis of state management on English training
for civil servants of the Central State administrative agencies; fourthly, study the factors
affecting the state management on English training for civil servants of the Central State
administrative agencies; fifthly, study and evaluate the real situation of state management

on English training for civil servants of the Central State administrative agencies in order
to provide solutions to improve the work of state management on English training for
civil servants of the Central State administrative agencies to satisfy the international
integration requirements.
6


CHAPTER 2
THEORETICAL BASIS OF STATE MANAGEMENT ON ENGLISH
TRAINING FOR CIVIL SERVANTS OF THE CENTRAL STATE
ADMINISTRATIVE AGENCIES IN THE INTERNATIONAL INTEGRATION
CONTEXT
2.1. Civil servants of the Central State administrative agencies, and
requirements on English training in the international integration context
2.1.1. Civil servants of the Central State administrative agencies
2.1.1.1. State administrative agencies
State administrative agencies are an integral part of the state apparatus; therefore,
they also have all the common characteristics of the state apparatus. Besides, the state
administrative agencies have their own characteristics as follows:
Firstly, the State administrative agencies perform the state administrative
management, executive and manage all fields of social life; Secondly, the State
administrative agencies constitute a hierarchical institutional system from the Central to
local levels; Thirdly, the State administrative agencies are the system of agencies with
close and united relationship; Fourthly, the operation of the State administrative agencies
is regular, continuous and relatively stable, and is a bridge to bring policies and laws to
life; Fifthly, the State administrative agencies have the state management function in two
forms including: promulgate normative documents and specific documents on the basis
of the Constitution, laws, ordinances and documents of the superior State administrative
agencies in order to comply with and implement those documents; on the other hand,
directly direct, operate, inspect, etc... the activities of their subordinate State

administrative agencies, and their grassroots units.
From the aforementioned characteristics, the most common interpretation of the
State administrative agencies is as follows: The State administrative agencies are an
integral part of the State administrative apparatus, and are entitled to use the State power
to perform the executive function as stipulated by laws.
2.1.1.2. Central State administrative agencies
The central state administrative agencies include the Government, and the
specialized agencies who assist the Government in performing the state management in
all sectors and fields, officially called ministries. The common viewpoint of many
countries is that the ministries are the central state administrative agencies, perform the
state management function for sectors and fields in the whole country. The concept of
ministries and ministerial-level agencies depends on the regulations of each country, in
which these agencies belong to the organizational structure of the Government to manage
sectors or fields.
Therefore, the central state administrative agencies are an integral part of the state
administrative apparatus, and are entitled to use the State power to perform the executive
function throughout the country.
2.1.1.3. Civil servants of the Central State administrative agencies
Civil servants in Vietnam have the basic characteristics as follows: Firstly, they
are Vietnamese citizens; Secondly, they are recruited and appointed to the ranking scale,
position, title in state agencies; Thirdly, they belong to the personnel and receive salaries
from the state budget or are guaranteed from the salary fund of public non-business units
in accordance with the provisions of law.
7


Depending on the method of management, recruitment and use, civil servants are
divided into two groups: central civil servants (civil servants working at central state
agencies) and local civil servants (civil servants working at local state agencies). In
addition to the common characteristics of civil servants, the civil servants of the Central

State administrative agencies are the civil servants currently working for the
Government, ministries, ministerial-level agencies, and their public service activities are
associated with the public power given by competent agencies and they take
responsibility to competent agencies for performing their assigned tasks and powers.
Therefore, the civil servants of the Central State administrative agencies have a very
important position and role in managing and operating the state administration affairs,
they represent the State to exercise executive power, and hold the power to direct the
State’s affairs and directly use the State power to implement official duties in accordance
with the assigned functions and powers in the whole country.
From the characteristics as above-mentioned, it can be understood that the civil
servants of the Central State administrative agencies are Vietnamese citizens, recruited
and appointed to the ranking scale and title in the ministries, ministerial-level agencies,
and their public service activities are associated with state power, they take responsibility
to the laws for performing the assigned tasks and powers.
2.1.1.4. Position and role of civil servants of the Central State administrative agencies
The civil servants of the Central State administrative agencies have an important
position and role in the following three basic fields: Firstly, advise the Party and the State
on the legislative work; Secondly, advise to perform the state management function;
Thirdly, advise and inspect, examine, prevent and fight against corruption and waste, and
settle complaints and denunciations.
2.1.2. International integration background, and English training requirements
for civil servants of the Central State administrative agencies
2.1.2.1. Impact of international integration on Vietnam
International integration today has become a common trend of the era and has had
direct influences on Vietnam’s administrative work in the following aspects: Firstly,
international integration makes the interdependence among nations increase because of
the narrowed economic gap; Secondly, the economic gap narrows faster than the level
that public administration in countries can manage appropriately; Thirdly, international
integration has influence on most of management fields and limits the independentlyacting ability of national government; Fourthly, international integration affects the
centralization of economic power among and within countries; Fifthly, promote regional

and international management to protect the groups of vulnerable countries from the
adverse effects of international integration.
International integration brings great development opportunities for each country,
but also cause them to face big challenges and difficulties. That requires the State to have
full and profound awareness in order to get appropriate solutions to take advantage of
opportunities, overcome challenges, turn challenges into opportunities for technology
development and innovation, competitiveness improvement, and sustainable development
in the international integration process. This can only be achieved if the subjects in general
and the administrative subject in particular are integrated into that trend through language
communication activities.
2.1.2.2. English-using requirement for civil servants of the Central State
administrative agencies to meet international integration requirements
8


In the integration context, the urgent requirement is that cadres and civil servants,
especially civil servants of the central state administrative agencies, need to know
English to research, directly deal with and work with foreigners to enhance exchange,
learn from each other’s experiences for mutual development. Depending on each type of
civil servants, it is required to use English at different levels: Firstly, it is required to use
English at a basic level for newly-recruited civil servants, civil servants with less than 05
years of experience, civil servants working at the administrative, accounting units, etc...
Secondly, it is required to use English at an understandable level for civil servants with
more than 5 years of experience, currently working at the advisory units; management
leaders at the division level and equivalent level. Thirdly, it is required to use English
proficiently for civil servants working at the units such as office, international
cooperation; management leaders at the department level and equivalent or higher level.
2.1.2.3. English training requirement for civil servants of the Central State
administrative agencies to meet international integration requirements
In the English training process, civil servants of the Central State administrative

agencies are provided and supplemented with basic knowledge about English
communication (vocabulary, grammar, phonetics, listening, speaking, reading, writing
skills), and specialized English knowledge for professional work, in order to help them
improve the work quality, fulfill the agencies’ goals. Therefore, it can be confirmed that
English training for civil servants of the Central State administrative agencies is the
process of updating, supplementing, improving English communication skills and
specialized English knowledge to assist civil servants of the Central State administrative
agencies in increasing their working capacity and quality based on available English
knowledge.
To achieve the desired levels of use, it is necessary to fully implement the
following requirements: Firstly, the English training content for civil servants of the
Central State administrative agencies must closely follow the Party’s objectives in
implementing the Personnel Strategy to meet the international economic integration
process of the country; suitable to the requirements of management and use of civil
servants, the training and fostering plan and the need of building and developing the
capacity of human resources in agencies and units, especially promoting the sense of selflearning English of civil servants. The English training content for civil servants of the
Central State administrative agencies is to improve the English-using ability to meet the
international integration requirements in accordance with the standard of titles and job
positions of civil servants; therefore, the training content must be highly practical, meet
the application-to-work requirement of civil servants, which means to supplement both
communicative English and specialized English proficiency: communicative English for
self-dealing with and working with foreign partners, participating in international
conferences and workshops; specialized English for translation, document study,
improvement of professional capacity of civil servants. Secondly, English training course
for civil servants of the Central State administrative agencies is organized in many forms:
probation, training in accordance with the standard of civil servant ranks, training at the
request of job position, training before appointing managerial positions. Thirdly, the
student-centered approach is a method that is effective and is applied by a lot of English
lecturers.
2.2. Theories of state management on English training for civil servants of the

Central State administrative agencies
9


2.2.1. Concept and subject of state management on English training for civil
servants of the Central State administrative agencies
State management on English training for civil servants is a concept that has not
been clearly defined in the legal documents on training and fostering cadres, civil
servants and officials. However, from the interpretation of state management, the author
gives the following concept: State management on English training for civil servants of
the Central State administrative agencies is the power-using process of state management
agencies to have organizational impact and adjust the relationships arising during the
English training time for civil servants of the Central State administrative agencies to
ensure that training affairs comply with the provisions of law.
The process of state management on English training for civil servants of the
Central State administrative agencies includes the following activities: building legal
basis, organizing the implementation; and inspecting, examining and managing the
training quality and motivating the use of English for civil servants of the Central State
administrative agencies. During the management process, the management subject has
influence on the object under the appropriate management methods and tools in order to
achieve the agencies’ objectives as set out. Among administrative subjects, the
Government has the highest administrative authority. The ministries are not only the state
management subject within the scope of their responsibilities and authority but also the
subject of management and employment of civil servants.
2.2.2. Characteristics of state management on English training for civil servants
of the Central state administrative agencies
The state management on English training for civil servants of the Central state
administrative agencies is a constituent part of the state management activities, so it has
all the following characteristics: Firstly, it is the activity directly under the state power.
Secondly, is the executive - operative activity of the State. Thirdly, it is a flexible activity

in management and administration, focusing on management of training quality.
Fourthly, it is an activity which are not necessarily confined to the State scope like other
types of training such as training of state management, political theory and national
security and defense. Diversifying the training units will create competition and meet the
training quality requirements set by the State.
2.2.3. Necessity of state management on English training for civil servants of the
Central State administrative agencies
In the international integration context, along with improving professional
knowledge, English training for civil servants is an urgent requirement. To achieve the
set objectives and requirements, the competent and functional state agencies need to
enhance the State management on English training for civil servants of the Central state
administrative agencies. The necessity of this work is considered in the following
aspects: Firstly, ensure that the civil servants of the Central State administrative agencies
have English proficiency to work independently in the international integration
environment; Secondly, ensure the State’s policies and laws on English training for civil
servants of the Central state administrative agencies are institutionalized in a
synchronized and uniform manner in order to form a team of civil servants of the Central
state administrative agencies who have English proficiency to meet job requirements
corresponding to the current title and position of employment; Thirdly, ensure English
training for civil servants of the Central state administrative agencies is organized
flexibly and effectively, promotes the autonomy and self-responsibility for training
quality of English training institutions for civil servants, and promotes the independence,
10


and sense of self-initiative in fostering and improving English proficiency of civil
servants of the Central state administrative agencies; Fourthly, strengthen the inspection,
examination and management of training quality in order to build discipline in English
training, encourage and motivate the use of English for civil servants of the Central state
administrative agencies to meet job requirements in the international integration context.

2.2.4. Contents of state management on English training for civil servants of the
Central State administrative agencies
2.2.4.1. Developing and promulgating policies and laws on English training for
civil servants of the Central State administrative agencies
English training policy for civil servants of the central state administrative
agencies is institutionalized by a system of legal documents to affect the behavior of the
subjects, with the flexibility and initiative in management and administration. Based on
the functions, tasks and competence of state management on training and fostering for
civil servants, the state management agencies shall promulgate legal documents to adjust
the relationship among the subjects participating in English training activities for civil
servants of the central state administrative agencies to meet the international integration
requirements.
Legal documents on English training for civil servants of the central state
administrative agencies help to create a solid legal corridor for training activities, and
stipulate the authority of other state administrative management subjects; at the same
time, they also play a role in regulating the compliance with state power in the process of
organizing English training for civil servants of the central state administrative agencies.
2.2.4.2. Implementation of policies and laws on English training for civil servants
of the Central State administrative agencies
Implementation of policies and laws on English training for civil servants of the
central state administrative agencies need to pay attention to the following contents:
Firstly, organize the state management apparatus on English training for civil servants of
the central state administrative agencies. Secondly, develop and issue English training
programs and materials for civil servants of the central state administrative agencies.
Thirdly, organize English training activities for civil servants of the central state
administrative agencies. To organize training activities effectively, the State attaches
importance to developing lecturers, assisting resources for training affairs, and requires
English training institutions for civil servants to ensure the training quality.
2.2.4.3. Inspection and examination of English training activities for civil servants
of the Central State administrative agencies

Inspection and examination is an important content of the state management in
general and the state management on English training for civil servants in particular.
Inspecting the organization and implementation of policies and laws on English training
for civil servants of the central state administrative agencies is to find out the advantages,
promote and multiply these advantages, as well as find the errors and limitations of state
management on English training for civil servants of the central state administrative
agencies, thereby propose the solutions to improve the efficiency of state management on
English training for civil servants. In addition to the inspection of English training for
civil servants of the central state administrative agencies, there is also a very important
and specialized content which is the examination of English training affairs for these civil
servants. This is a systematic information-gathering activity related to the performance of
policies on English training, English training management and organization for civil
servants. The examination is conducted with the purpose of controlling English training
11


process for civil servants of the central state administrative agencies; therefore, the
subject in charge of examination is the training management agencies and the training
institutions (internal examination).
2.2.4.4. Quality management of English training for civil servants of the Central
State administrative agencies
The quality management of English training for civil servants of the central state
administrative agencies is the activity performed after the completion of English training
course for civil servants. The State organizes the assessment of English training quality
for these civil servants in a lot of different forms such as internal assessment, external
assessment or use of an independent agency to evaluate English proficiency of civil
servants. This agency may be a State agency or a private agency. To achieve a high level
of confidence, to avoid human’s intervention in the evaluation process, this agency must
necessarily use technology as a means of evaluation. The measure of English proficiency
for civil servants of the central state administrative agencies is built on the basis of two

basic elements as follows: Firstly, assess the English proficiency of civil servants.
Secondly, assess the ability to apply English into real jobs in accordance with their titles,
job positions at agencies and units. This content is built based on the criteria at the
request of the agency managing and employing civil servants.
2.2.4.5. The State creates English-using motivation for civil servants of the
Central State administrative agencies
Language is effective only when used frequently and continuously. Therefore,
civil servants need to have two sources of motivation: internal motivation and external
motivation.
- Internal motivation is the inner motivation of civil servants of the central state
administrative agencies, helps them clearly identify the objectives to be performed and
each civil servant will self-develop a plan to implement the objectives as set out. Because
internal motivation is an important factor which determines success, firstly the civil
servants of the central state administrative agencies should recognize the important role
of English with the job position and title they are holding, and then they have obligations
and responsibilities to self-foster and self-improve their English proficiency to meet
international integration requirements.
- External motivation is the motivation source coming from the state management
agencies. These agencies are responsible for building mechanisms and policies to
encourage civil servants of the central state administrative agencies to self-study, foster
and use English as prescribed. This is the motivation source to support effective
implementation of internal motivation.
2.3. Factors affecting the state management on English training for civil
servants of the central state administrative agencies
The factors affecting the state management on English training for civil servants of
the central state administrative agencies include: impact of management subject; impact
of management object and impact of management environment.
CHAPTER 3
CURRENT SITUATION OF STATE MANAGEMENT ON ENGLISH TRAINING
FOR CIVIL SERVANTS OF THE CENTRAL STATE ADMINISTRATIVE

AGENCIES IN VIETNAM
3.1. Overview of the English-using situation of civil servants of the Central
State administrative agencies
12


3.1.1. Current situation of quantity and quality of civil servants of Central State
administrative agencies
3.1.1.1. Quantity of civil servants of Central State administrative agencies
According to the statistical data in the report of the Ministry of Home Affairs, the
total number of existing civil servants in the whole country by 2016 is 323,349 people, of
which the number of civil servants of the Central State administrative agencies is 105,234
people, specifically as follows: the quantity of civil servants in the ministries is 98,528
people, the quantity of the ministerial agencies is 6,706 people. Female civil servants are
44,591 people, accounting for 42.37%, male civil servants are 60,643 people, accounting
for 57.63%.
3.1.1.2. Age structure of civil servants of the central state administrative agencies
Age of civil servants of the central state administrative agencies is quite uniform,
the difference among the ages is not high. The total number of civil servants is 105,234
people, of which the civil servants aged 50 and under have a high percentage, accounting
for 80.23%. At this age, civil servants have been studying foreign language, especially
English for at least 03 years or 07 years at high school, then learning foreign language,
usually English at higher levels of education such as higher education and postgraduate.
The civil servants aged 40 and under account for 52.77%. These are young civil servants
who are of the planning age and also a team of leaders in the future; therefore, it is
necessary to have appropriate mechanisms and policies to encourage and facilitate the
civil servants at this age to participate in English training courses in order to create highquality human resources.
3.1.1.3. Qualifications of civil servants of the Central State administrative agencies
Firstly, in terms of the qualifications of civil servants of the central state
administrative agencies: In recent years, because the central state administrative agencies

have required the recruited civil servants must have at least university degree, the number
of civil servants with qualifications from university and above accounts for a quite high
percentage, 80.36%. These are the civil servants who have been trained in English in the
national education system, and have had a certain amount of knowledge about English.
After being recruited, if they have an opportunity to be sent to foster or improve English
proficiency, they will be a potential human resource to perform work related to
international integration. In addition, there are still 19.47% of civil servants with college,
intermediate and primary qualifications. The reason is that some civil servants are afraid
of improving their professional qualifications because they are over 50 years old and
currently working in the positions that do not require high qualifications.
Secondly, in terms of the political reasoning qualification of civil servants of the
central state administrative agencies: the civil servants with advanced qualification of
political reasoning are 7,766 people, accounting for 7.38%; the civil servants with
intermediate qualification of political reasoning are 67,426 people, accounting for the
highest percentage, 64.07%; the civil servants with primary qualification of political
reasoning are 15,776 people, accounting for 14.99%; the civil servants with bachelor
degree in political reasoning are 2,032 people, accounting for 1.93%; the civil servants
without any political reasoning qualification is 12,234 people, accounting for 11.36%.
Thus, equivalent to the age structure in the item 3.1.1.2, the civil servants without any
political reasoning qualification are young civil servants under 30 years old.
Thirdly, in terms of the state management qualification of civil servants of the
central state administrative agencies: There are quite a lot of civil servants without the
state management qualification, 46,614 people, accounting for 44.30%; the civil servants
13


with state management qualification in the ranking scale of expert and equivalent are
40,209 people, accounting for 38.21%; the civil servants with state management
qualification in the ranking scale of main expert and equivalent are 16,269 people,
accounting for 15.46%; the civil servants with state management qualification in the

ranking scale of senior expert and equivalent are 2,142 people, accounting for 2.04%.
Thus, the civil servants with state management qualification in the ranking scale of expert
and equivalent or higher are 58,620 people, accounting for 55.70%.
3.1.2. English-using situation of civil servants of the Central State
administrative agencies
3.1.2.1. Current situation of proficiency in English and other foreign languages of
civil servants of the Central State administrative agencies
Based on the summarized data in the report of the Ministry of Home Affairs in the
recent 03 years (2014, 2015, 2016), the current situation of proficiency in English and
other foreign languages of civil servants of the Central State administrative agencies is as
follows: the civil servants sent to participate in training courses and having foreign
language diplomas and certificates increased highly. Civil servants with foreign language
diplomas and certificates in 2014 were 73.16%, in 2015 they were 87.36%, in 2016,
nearly 100% of civil servants had foreign language diplomas and certificates (98.37%).
The reason may be that since 2014, the Ministry of Education and Training and the
Ministry of Home Affairs have issued some documents related to the civil servants’
English proficiency requirements, such as Circular No. 01/2014/TT-BGDĐT dated
January 24, 2014 by the Ministry of Education and Training on issuing the 6-level
foreign language competency framework for Vietnam; Circular No. 11/2014/TT-BNV
dated October 9, 2014 of the Ministry of Home Affairs on defining the titles, codes, and
professional standards of administrative civil servants. The policies of the Ministry of
Home Affairs, the Ministry of Education and Training have directly affected the civil
servants, so the number of civil servants with foreign language certificates, especially
English, in recent years, has increased significantly. Therefore, by the end of 2016, nearly
100% of the civil servants of the Central State administrative agencies have had foreign
language diplomas and certificates in accordance with the criteria of ranking scale and
title of civil servants; among them, the number of civil servants with university degree in
English language or higher degree, and English certificate accounts for the majority
(94.84%).
3.1.2.2. Necessity of English for civil servants of the Central State administrative

agencies
The results of survey on necessity of English for civil servants of the Central State
administrative agencies showed that only 6.7% of civil servants stated that English was
not necessary for work, 13.3% of civil servants said that English was quite necessary;
however, up to 80% of civil servants confirmed that English was necessary for their
work. According to the personal information in the questionnaire, these are civil servants
working at international cooperation departments, offices, managerial civil servants, and
civil servants working at advisory units. Thus, they need to use English to communicate
and research for professional work.
3.1.2.3. English-using level of civil servants of the Central State administrative
agencies
The results of survey on the English-using level of civil servants of the Central
State administrative agencies showed that 14.63% of civil servants can use English at the
good level or higher level; 16.86% of civil servants can use English at the average level;
14


the number of civil servants using English badly and very badly was 68.51%. Compared
with the assessment results in the item 3.1.2.1, 94.84% of civil servants of the Central
State administrative agencies had English certificate, university degree in English
language or higher degree, 80% of civil servants affirmed that English was necessary for
their work (in the item 3.1.2.2), it can be seen that the civil servants of the Central State
administrative agencies cannot meet English-using requirements for self-dealing with and
self-working with foreigners, self-studying and researching within their professional
scope. Therefore, the state management role of state management agencies is very
important. These agencies need to build appropriate policies and laws to ensure the goals
of the Party and the State as set out as follows: civil servants of the Central State
administrative agencies have enough English proficiency to independently work and
research in the international integration environment.
3.2. Current situation of state management on English training for civil

servants of the Central State administrative agencies in Vietnam
3.2.1. Current situation of building and promulgating the policies and laws on
English training for civil servants of the Central State administrative agencies
3.2.1.1. Current situation of building and promulgating the policies on English
training for civil servants of the Central State administrative agencies
The Party and the State have issued some general policies, common orientations
for socio-economic development, education and training, and human resource
development, which mention the orientation of improving English proficiency, working
ability of human resources, especially strategic civil servants, in the international
environment. However, the English training contents for civil servants in general and
civil servants of the Central State administrative agencies in particular to meet the
international integration requirements in the policies are still faint, the long-term and
strategic requirements, objectives, tasks and solutions to meet the deeper and deeper
international integration requirements of our country have not been built yet.
3.2.1.2. Current situation of building and promulgating the legal documents on
English training for civil servants of the Central State administrative agencies
In recent time, based on the Party’s policies on the overall development of socioeconomic affair, education - training and human resources, the State has institutionalized
them into legal documents. They can be divided into the following main groups of
documents: documents on English training for civil servants, documents on training and
fostering civil servants, documents on recruiting, employing and managing civil servants,
documents on management and use of funding for training and fostering civil servants.
However, there are currently no particular documents providing specific regulations on
English training for civil servants of the Central State administrative agencies, and there
are no documents requiring civil servants to use English proficiently to meet the
international integration requirements; The built and issued documents have not met the
requirements on document quantity and quality yet.
3.2.2. Current situation of implementation of the policies and laws on English
training for civil servants of the Central State administrative agencies
3.2.2.1. Current situation of organizing the state management apparatus of
English training for civil servants of the central state administrative agencies

The apparatus includes: Government - Subordinate State management agencies.
Firstly, the Government is the highest state management agency, which is responsible for
unifying the state management on training and fostering, including English training for
civil servants of the central state administrative agencies; directs, promulgates and guides
15


the implementation of policies and laws on training, assigns and decentralizes the
performance of state management function, directs the examination, inspection and
settlement of complaints and denunciations, and handles violations of the law on English
training for civil servants. The Government takes the responsibility for reporting to the
National Assembly on training, allocation and use of the state budget invested in English
training for civil servants of the central state administrative agencies; Secondly, the state
management agencies in charge of training and fostering activities, including English
training for civil servants of the central state administrative agencies, include: the
Ministry of Home Affairs; Ministry of Education and Training; Ministry of Finance;
Ministries, and ministerial-level agencies. These agencies directly advise the Government
to build and promulgate policies and laws on training and fostering for civil servants in
general and English training for civil servants of the central state administrative agencies
in particular; organize and implement these policies and laws; allocate the state budget to
each ministry and department; implement the inspection, examination, management of
training quality and create motivation to use English for civil servants of the central state
administrative agencies. In general, with the current model and organizational structure,
the functions and tasks of the state management apparatus on English training for civil
servants of the central state administrative agencies are basically clear. However, whether
these state management agencies properly and adequately perform their state
management functions within their scope or not, it is necessary to consider all the process
of building and organizing the implementation of policies and laws; inspect, examine and
manage the training quality, and create motivation to use English for civil servants of the
central State administrative agencies.

3.2.2.2. Civil situation of building and implementing English training programs
and materials for civil servants of the central state administrative agencies
The state management agencies assigned to build and organize the implementation
of English training programs and materials for civil servants of the central State
administrative agencies have not properly and fully performed their responsibilities.
Programs and materials currently being used in training courses for civil servants of the
central State administrative agencies are the programs and materials being used in the
national education system and are not suitable for these civil servants. Therefore, the
training results have not matched the efficiency of use and have not met the international
integration requirements that the Party and the State have set for these civil servants.
3.2.2.3. Current situation of organizing and implementing English training
activities for civil servants of the Central State administrative agencies
Firstly, the current situation of the English training institutions for civil servants of
the Central State administrative agencies:
Civil servants of the Central State administrative agencies are currently
participating in English training courses held in the training institutions of ministries or
sectors, or are trained by the training institutions of ministries or sectors in coordination
with the private ones (domestic ones or international ones in Vietnam); the training
contents satisfy basic communication requirements; the training form is in accordance
with the standards of civil servant scale together with the use of the student-centered
method. However, it is necessary to consider the content and form of English training, as
well as specifically assess the English training needs of civil servants based on each job
position and title in order to choose appropriate training institutions, avoid the
phenomenon of excessive training in quantity, avoid meeting the criteria of civil servant
16


scale but not meeting the requirements of quality and English proficiency at work as well
as the international integration requirements.
Secondly, the current situation of development of English lecturers at training

institutions for civil servants:
The vast majority of lecturers teaching in English training courses are the
proficient English users with more than 5 years of teaching experience, always encourage
students to actively learn and practice the contents they have learned, and currently teach
at foreign language training institutions. However, there are still a small number of
lecturers with less than 05 years of teaching experience, who use the teacher-centered
approach which means that lecturers teach while students take notes; therefore, students
are passive in learning and practice. Especially, there are very few lecturers who are not
only proficient in English but also have the specialized English knowledge related to the
professional knowledge of civil servants, so after attending training courses, civil
servants cannot still use English at work, cannot use English terms correctly and
accurately, as well as cannot use English to dig deeper into professional issues.
Facing this situation, it is required to build and develop a team of English lecturers
to meet the requirements of English communication and English use at work of civil
servants of the Central State administrative agencies. The building and development of
English lecturers at training institutions should exploit human resources who are
professional and experienced lecturers as well as have worked for international
organizations, have the ability to use English proficiently in ministries and central
sectors.
Thirdly, the current situation of supporting resources for English training for civil
servants of the Central State administrative agencies:
In terms of facilities: the average land area of each training institution is 8,600 m2,
of which the housing area for students accounts for 37.3%, the area for classrooms and
halls accounts for 27%, the area for libraries accounts for a low percentage, an average of
1.5%/ total area (According to the statistical data of the Project of “Improving the quality
and efficiency of training courses for cadres, civil servants and public employees in the
period of 2016-2025, with orientation to 2030” – the Ministry of Home Affairs). In terms
of equipment: 100% of civil servants participating in sociological survey said that the
training institutions equipped with computers, projectors, speakers, amplifiers in
classrooms. However, there has been no lab for learning English yet. In terms of funding:

According to the survey data, 83.88% of civil servants stated that the funding was paid by
the state budget; 10.3% of civil servants said that the funding was financed by foreign
programs and projects; 5.82% of civil servants commented that they bears all expenses
by themselves. In general, resources for English training have been invested and
supported, initially ensure that the training activities are operated as prescribed. However,
the State needs to facilitate, support and equip with facilities and equipment for training.
3.2.3. Current situation of inspection and examination of English training
activities for civil servants of the Central State administrative agencies
Inspection and examination in the field of education and training in general, and in
the field of English training for civil servants in particular are currently the limitations of
state management. The state management agencies and the training institutions for civil
servants pay little attention to inspection and examination of foreign language training for
civil servants, especially English training for civil servants of the Central State
administrative agencies, and this is also one of the reasons why the quality of English
training for these civil servants is not high.
17


3.2.4. Current situation of quality management of English training activities for
civil servants of the Central State administrative agencies
Civil servants are mainly trained at public or private training institutions (domestic
ones or international ones in Vietnam), and are assessed, granted certificates and
diplomas by these institutions, but in fact very few civil servants can use English to
perform official duties. Therefore, the quality management needs to be focused to ensure
after training, civil servants have the ability to use English directly in researches and
official duties to meet the requirements of independent work in the international
integration environment.
3.2.5. Current situation of the English-using motivation of civil servants of the
Central State administrative agencies
The regular use of English helps civil servants to be motivated to use English for

communication and to perform official duties in the international integration
environment. The English-using habits at agencies and units will promote the efficiency
of English training as well as encourage civil servants to self-study and self-research to
improve their own English proficiency.
Assessing the current situation of the English-using motivation of civil servants of
the Central State administrative agencies in recent times, 100% of the surveyed civil
servants said that the State has not created the English-using motivation for civil servants
of the Central State administrative agencies. However, 7.01% of civil servants stated that
they had their own English-using motivation (see the Table 3.24). This result is
completely consistent with the results of the research on the English-using situation of
civil servants in the Chart 3.2 (14.63% of civil servants confirmed that they can use
English at the understandable level or higher) and the research on the current situation of
English-using activities of civil servants of the Central State administrative agencies in
the Table 3.7 (65.53% of civil servants confirm not to use English in conferences and
workshops, write articles for international journal and scientific research, or self-study to
improve professional knowledge and communication skills to work with foreign
partners).
Therefore, creating the English-using motivation for civil servants is an extremely
important task of both the State and each civil servant of the Central State administrative
agencies.
3.3. Assessing the current situation of state management on English training
for civil servants of the Central State administrative agencies in recent times
3.3.1. Advantages
Firstly, the Party and the State have issued some general policies, common
orientations for socio-economic development, education - training, and human resource
development, which mention the orientation of improving English proficiency, working
ability of human resources, especially strategic civil servants, in the international
environment; Secondly, the English training content for civil servants of the Central State
administrative agencies has been shown in the legal documents on training and fostering
cadres and civil servants, recruiting, using and managing civil servants; Thirdly, the State

management apparatus on training and fostering in general and English training for civil
servants of the Central State administrative agencies in particular has gradually been
strengthened and operated in accordance with the assigned functions and tasks; Fourthly,
English training programs and materials for civil servants of the Central State
administrative agencies have contributed to supplementing knowledge of English
language for civil servants through listening, speaking, reading and writing skills; Fifthly,
18


English training for civil servants of the Central State administrative agencies is
promoted and meets the requirements of scale and title of civil servants. Civil servants
are entitled to take part in English training courses at training institutions of ministries
and central sectors, or are trained by the training institutions of ministries or sectors in
coordination with the public or private ones; the English training contents meet the needs
of listening, reading, writing, and basic communication of civil servants of the Central
State administrative agencies; the training form is in accordance with the standards of
civil servant scale together with the use of the student-centered method; Most of English
lecturers meet the training requirements in line with the scale of civil servants; resources
for English training have been invested, supported and initially helped English training
courses for civil servants of the Central State administrative agencies organized as
prescribed; Sixthly, the number of civil servants of the Central State administrative
agencies having foreign language diplomas and certificates is 98.37%, of which 95% of
these civil servants have the certificates and university degrees in English language or
higher degrees, which meet the criteria of scale and title of civil servants; Seventhly,
inspection, examination and management of English training quality for civil servants of
the Central State administrative agencies have been implemented.
3.3.2. Limitations
Firstly, there is currently no specific document on English training for civil
servants of the Central State administrative agencies, no document requiring civil
servants to use English proficiently to meet the international integration requirements;

however, there have been some documents stipulating that civil servants must have
English diplomas and certificates in accordance with the criteria of the scale and title of
civil servants. Therefore, more than 98% of civil servants of the Central State
administrative agencies have foreign language diplomas and certificates, of which about
95% of civil servants have English diplomas and certificates but very few civil servants
can use English at work to meet the international integration requirements; Secondly, the
state management apparatus on English training for civil servants of the Central State
administrative agencies is actually in the state management apparatus on training and
fostering civil servants. However, in the operation process, there are still units that have
not performed well the state management responsibility for building, organizing and
implementing the policies and laws, as well as inspecting, examining and managing the
training quality; Thirdly, the programs and materials that are currently used in English
training for civil servants of the Central State administrative agencies are the ones being
used in the national education system; there have been no programs or documents
specifically dedicated for English training for civil servants of the Central State
administrative agencies; Fourthly, the training contents initially meet basic
communication requirements of civil servants, but do not satisfy the English-using
requirements to research and deepen professional knowledge to meet the working
requirements in the international integration environment; the English training form to
meet the criteria of the civil servant scale is inappropriate, resulting in nearly 100% of
civil servants holding the diplomas and certificates that meet the criteria of the civil
servant scale have not yet been able to use English to perform official duties in the
international integration environment; Fifthly, organization of English training courses
for civil servants of the Central State administrative agencies has been implemented; the
lecturers, facilities, equipment, etc... have basically met the requirements. However, the
training institutions have just paid attention to the training quantity to meet the criteria of
the civil servant scale, and have not really focused on the training quality and have not
19

been responsible for their training quality. English lecturers have been proficient in
common English but still lacked the knowledge of specialized English related to
professional knowledge of civil servants; therefore, they cannot help civil servants use
English to research, learn and apply to official duties to meeting the international
integration requirements. Modern equipment for English training for civil servants is still
lacking and needs to be equipped to increase the training efficiency; Sixthly, the
competent state management agencies have not yet effectively implemented inspection,
examination and management of English training quality for civil servants, which leads
to the indiscriminate training and certification; the people having both qualifications and
real ability, and the people having qualifications but no ability to use English at work are
equated; the number of civil servants who can use English at work does not correspond to
the number of available qualifications; Seventhly, the English-using motivation is one of
the factors contributing to maintaining the English training quality for civil servants of
the Central State administrative agencies. Currently, the State has not yet taken measures
to create the English-using motivation for civil servants of the Central State
administrative agencies, has not encouraged and helped civil servants form the Englishusing habit in daily communication and work. Therefore, civil servants cannot use
English as an effective tool to perform public duties in the international integration
environment.
3.3.3. Causes of limitations
Firstly, the advisory capacity of cadres and civil servants responsible for state
management on English training for civil servants of the Central State administrative
agencies is still limited, which leads to the fact that the issued documents are
inappropriate and impractical; Secondly, the main goal of the majority of civil servants
participating in English training is to get English diplomas and certificates to meet the
criteria of qualifications as stipulated by the standards of civil servant scale and the
dossier requirements when planned, appointed and promoted the civil servant rank. They
have not been proactive and active in learning English for their work, study and research
equivalent to the position they are holding; Thirdly, the state management agencies have
not yet fulfilled their assigned responsibilities, and have not yet built the effective
policies and methods of implementation of English training activities for civil servants of

the Central State administrative agencies; Fourthly, the State management agencies have
not yet effectively used material resources for English training activities for civil servants
of the Central State administrative agencies; Fifthly, the State has no sanctions and
regulations to motivate and force civil servants to improve and use English in their daily
work; therefore, the majority of civil servants are sent to training courses but they do not
really invest their time and devotion in learning English.
CHAPTER 4
VIEWPOINTS AND SOLUTIONS TO PERFECT THE STATE MANAGEMENT
ON ENGLISH TRAINING FOR CIVIL SERVANTS OF THE CENTRAL STATE
ADMINISTRATIVE AGENCIES
4.1. Viewpoints on perfecting the state management on English training for
civil servants of the Central State administrative agencies
Perfecting the state management on English training for civil servants of the
Central State administrative agencies in the international integration context needs to
grasp thoroughly some viewpoints as follows: Firstly, the English training objectives for
civil servants of the Central State administrative agencies are associated with the
20


objectives and requirements of the agencies managing and employing civil servants in
order to avoid the phenomenon of excessive training in quantity just to get diplomas and
certificates; Secondly, the State plays a role of macro management; build and promulgate
the mechanisms and policies on English training for civil servants of the Central State
administrative agencies corresponding to the English proficiency requirements of civil
servants in accordance with job positions and titles of leadership and management;
flexible in organization and implementation; inspect and examine the ministries and
sectors in the training organization process; in coordination with the agencies managing
and employing civil servants, manage the training quality and create the English-using
motivation for civil servants of the Central State administrative agencies; Thirdly, the
State management on English training for civil servants of the Central State

administrative agencies is based on promoting the autonomy and self-responsibility for
the training quality of English training institutions for civil servants; developing a team of
lecturers who are the officials, civil servants and management leaders with good
expertise and English proficiency in order to participate in teaching English for civil
servants of the Central State administrative agencies; upgrading the facilities for English
training for civil servants of the Central State administrative agencies; Fourthly, the state
management agencies coordinate with the training institutions to build English training
programs and materials for civil servants of the Central State administrative agencies
based on the requirements of the agencies managing and employing civil servants in
accordance with job positions and titles of civil servants to meet the English-using
requirements for communication, research, study and duty performance in the
international integration environment as stipulated by the Party and the State.
4.2. Solutions to perfect the state management on English training for civil
servants of the Central State administrative agencies to meet the international
integration requirements
4.2.1. Building and perfecting the legal provisions and policies on English
training and use for civil servants of the Central State administrative agencies
4.2.1.1. Perfecting the policies on English training for civil servants of the Central
State administrative agencies
The competent state management agencies should early perfect the policies on
English training for civil servants of the Central State administrative agencies, set out the
requirements, objectives, tasks and specific solutions for these policies, as follows:
Firstly, the policies make a requirement to improve English proficiency for civil servants
of the Central State administrative agencies based on their job positions and titles;
Secondly, the policies set out the English training objectives for civil servants of the
Central State administrative agencies so that they can use English to directly deal with
and work with foreign partners, self-learn, self-study documents within the scope of their
expertise, profession and official duties in an integrated, multilingual and multicultural
environment; Thirdly, the policies set out tasks and solutions on English training for civil
servants of the Central State administrative agencies in accordance with the actual

conditions at the units and agencies, as well as the requirements of each group of objects,
each field of work and each job position so that civil servants realize the necessity to selfstudy and improve their English proficiency; ensure the training quality and satisfy the
requirements and objectives set out for each job position and title.
4.2.1.2. Building the provisions on English training and use for civil servants of
the Central State administrative agencies
21


The State should build the provisions on English training and use for civil servants
of the Central State administrative agencies as follows:
Firstly, the provisions on English training for civil servants of the Central State
administrative agencies: The State should build the training provisions to improve
English proficiency of civil servants of the Central State administrative agencies based on
their job positions and titles. These provisions are both mandatory and encouraging, to
facilitate and help civil servants find English training is practical with their positions and
titles, to meet the civil servants’ demands on English-using at work and the demands on
performing official duties in the international integration context, avoid putting on the
same par of English standards under the scale of civil servants as stipulated in the
Circular No. 11/2014/TT-BNV dated October 9, 2014 of the Ministry of Home Affairs on
prescribing the titles, codes, and professional standards of the scale of administrative civil
servants; among them, the civil servants belonging to the scale of officials or higher must
meet the foreign language standards prescribed in the Circular No. 01/2014/TT-BGDĐT
dated January 24, 2014 of the Ministry of Education and Training on issuing the 6-level
foreign language competency framework used for Vietnam.
Secondly, the provisions on English use for civil servants of the Central State
administrative agencies are divided into three levels as follows: using English at the basic
level with newly-recruited civil servants, and civil servants with less than 05 years of
experience, civil servants working at clerical, administrative, accounting units, etc...;
using English at the understandable level for civil servants with more than 5 years of
experience and currently working at the advisory units, management leaders at the

division level and equivalent level; using English at the proficient level for civil servants
working at the units such as office, international cooperation, management leaders at the
department level and equivalent or higher level.
4.2.2. Perfecting the organization of the state management apparatus on
English training for civil servants of the Central State administrative agencies
Perfecting the organization of the state management apparatus on English training
for civil servants of the Central State administrative agencies includes the following
steps: Firstly, review the whole system of agencies responsible for state management on
English training for civil servants of the Central State administrative agencies. Secondly,
the Ministry of Home Affairs is the unit currently in charge of state management on
training and fostering for civil servants, but in recent times, the Ministry has not timely
advised on the development and promulgation of policies and laws on English training
for civil servants. Some documents have been issued, but during the implementation
process, it was realized that there should be an amendment suitable to the actual work of
civil servants and in accordance with the task performance requirements of civil servants
in the international integration environment. Next time, the Ministry of Home Affairs
shall preside and coordinate with the Ministry of Education and Training to propose a
training model suitable to each group of civil servants; study and develop English
training programs and materials for civil servants of the Central State administrative
agencies; develop English lecturers at training institutions, as well as the lecturers cum
civil servants who are the experts good at professional skills and English proficiency to
participate in training civil servants; research and build the criteria on quality for training
institutions; coordinate with the management and employment agencies to inspect,
examine and manage the training quality, and form an English-using environment for
civil servants at agencies and units, etc... Thirdly, the state management agencies need to
build the criteria to control the foreign language training quality, especially English for
22


officials and civil servants in general and civil servants of the Central State administrative

agencies in particular. After that, building a quality accreditation and testing center for
foreign language training for civil servants can be considered, this center shall be also
responsible for controlling the English training quality for civil servants of the Central
State administrative agencies. Fourthly, the state management agencies coordinate with
the agencies managing and employing civil servants to consider and advise on
regulations on English training and use, create the English-using motivation for civil
servants at agencies and units. This is a measure that contributes to improving the English
training quality for civil servants of the Central State administrative agencies.
4.2.3. Developing English training programs and materials for civil servants of
the Central State administrative agencies
The Ministry of Home Affairs is the state management agency responsible for
presiding and coordinating with the Ministry of Education and Training, ministries and
central sectors to direct development and implementation of English programs and
materials in order to meet the purpose and requirement on communication and
professional knowledge of civil servants of ministries and central sectors, specifically as
follows: Firstly, the program and document on basic English training for civil servants of
the central state administrative agencies. This is the first stage in the English training
process, so the training objective is to gain 04 basic skills including Listening, Speaking,
Reading and Writing. The linguistic materials to be provided are phonetics, grammar,
vocabulary and some simple specialized terms and concepts. Secondly, the program and
document on advanced English training for civil servants of the central state
administrative agencies. In this program, civil servants need to improve their English
communication skills from the upper basic level to the proficient level; specialized terms
and specific grammar structures are provided to help civil servants understand and apply
more deeply the learned knowledge into the real work. Thirdly, the supplementary
English program and document. This is a supplementary program to support English
communication skills and specialized English after each basic or advanced English
training program in order to help civil servants consolidate, maintain and develop their
linguistic knowledge.
4.2.4. Perfecting the organization of English training activities for civil servants

of the Central State administrative agencies
4.2.4.1. Strengthening the training institutions’ autonomy and self-responsibility
for English training activities for civil servants of the Central State administrative
agencies
The State does not manage each specific task but focuses on quality management,
attaches importance to output management more than input management. State
management on English training for civil servants of the central state administrative
agencies needs to shift from the controlling management to the supervising management,
from the centralized, administrative and executive management to the quality
management and work management by open mechanism; focus on building and
implementing strategies, building legal corridors, conducting inspection and examination,
building and ensuring the testing system satisfies the English training quality for civil
servants of the central state administrative agencies. To satisfy the quality requirements,
the state management agencies consider granting the autonomy and self-responsibility for
English training for civil servants of the central state administrative agencies to the
training institutions so that this activity takes place effectively, meets the social demands
in the best manner as well as the English-using requirements at work of the agencies
23


managing and employing civil servants. English training institutions for civil servants of
the central state administrative agencies must publicize the output standards, capacity and
conditions guaranteeing the English training quality for civil servants so that the agencies
managing and employing civil servants as well as the state management agencies know
and supervise the training quality, select appropriate training institutions to implement
English training courses for their civil servants suitable for each job position and title.
4.2.4.2. Developing a team of English lecturers at training institutions for civil
servants
English lecturers need to have English teaching skills and knowledge, good
teaching method, experience in managing and teaching civil servants, as well as in-depth

knowledge of professional tasks of civil servants. In the near future, the state
management agencies should focus on implementing some following tasks to build and
improve the quality of English lecturers at the training institutions for civil servants:
Firstly, build, supplement and perfect the appropriate regimes and policies for English
lecturers; create mechanisms to attract the people with qualification, English proficiency
and knowledge related to professional tasks of civil servants; study and build the longterm or short-term training policies every year in our country or in foreign country to
improve the qualification for English lecturers. Secondly, specify a specific qualification
framework for lecturers, part-time lecturers, and visiting lecturers who participate in
English training for civil servants of the central state administrative agencies, at least
including the following requirements: Lecturers are proficient in English language, have
extensive knowledge of specialized English with more than 5 years of experience in
teaching civil servants, have teaching methods for the elderly and can apply information
technology to teaching activities. Thirdly, organize training courses to improve the
capacity for contractual English lecturers, part-time English lecturers, visiting lectures at
training institutions for civil servants; regularly open training courses to update
knowledge, English teaching methods, and ability to use information technology in
teaching and learning English for English lecturers to improve their capacity. Fourthly,
the training institutions shall coordinate with the relevant agencies to select some of the
managerial leaders, officials and civil servants who are professional and well-trained in
foreign countries with practical experience in their ministries and sectors to form a team
of part-time lecturers who can teach the programs related to English knowledge and
specialized English.
4.2.4.3. Investment in facilities for English training institutions for civil servants of
the Central State administrative agencies
In the next future, it is necessary to consider building and promulgating the
regulations on standards of material facilities, teaching and learning equipment, and
classrooms; build and perfect the autonomy and self-responsibility of training institutions
to gradually gain autonomy in building their own material facilities; build and
promulgate the policies to diversify resources in order to gradually standardize,
modernize and socialize material facilities and equipment; invest in material facilities for

the Quality Accreditation and Testing Center for civil servants, invest in modern
equipment and labs to enable to organize examinations, assessments, and issue English
certificates for civil servants of the Central state administrative agencies.
4.2.5. Strengthening the quality management of English training for civil
servants of the Central State administrative agencies
4.2.5.1. Developing the quality control criteria of English training for civil
servants of the Central State administrative agencies
24


In order for the civil servants of the Central State administrative agencies to use
English effectively at work, it is necessary to consider some following criteria: criteria
for English training tasks and objectives; criteria for English training contents; criteria for
English lecturers; criteria for English certificates for civil servants.
4.2.5.2. Building the Quality Accreditation and Testing Center for English
Training for civil servants of the Central State administrative agencies
The Foreign Language Quality Accreditation and Testing Center for civil servants
needs to be independent, autonomous and not affected by third parties in the operation
and evaluation process; has the missions, purposes and objectives clearly stated in
writing; has enough human and financial resources to meet the requirements of use; its
guidelines, processes, reports are fully reviewed, assessed and publicized; The standards
in use, the evaluation methods, the processes, the decision-making criteria and the
approval process are clearly defined in writing; the self-evaluation and external
evaluation to review its activities, efficiency and values are implemented periodically;
Summary report on the achievements is publicized. The Foreign Language Quality
Accreditation and Testing Center for civil servants also needs to ensure internal and
external quality.
4.2.6. Strengthening the inspection and examination of English training
activities for civil servants of the Central State administrative agencies
In the current context, the inspection and examination of English training activities

for civil servants of the Central State administrative agencies should concentrate on the
following main contents: thoroughly grasp and supplement the guidance documents on
inspection and examination of English training activities for civil servants of the Central
State administrative agencies; make the plans on inspection and examination of English
training activities for civil servants of the Central State administrative agencies; organize
the inspection and examination of English training activities for civil servants of the
Central State administrative agencies; monitor, urge and inspect the implementation of
the inspection and examination conclusions of English training activities for civil
servants of the Central State administrative agencies.
At the same time, to improve the efficiency of inspection and examination of
English training for civil servants of the Central State administrative agencies in the
coming time, some following contents need to be implemented: continue to propagandize
and popularize the law on inspection and examination; consolidate the organizational
structure and personnel responsible for inspection and examination of English training for
civil servants of the Central State administrative agencies; strengthen the training of
inspectors and inspection collaborators in charge of inspection and examination of
English training for civil servants of the Central State administrative agencies.
4.2.7. Creating an environment and motivation to actively participate in English
training and use for civil servants of the Central State administrative agencies
4.2.7.1. Building an environment convenient for English teaching, learning and
use of civil servants of the Central State administrative agencies
The language environment, also known as the linguistic environment, plays an
important role in the process of teaching, learning and using English.
The most ideal environment for civil servants of the Central State administrative
agencies when learning English is the environment where everyone is proficient in
English, and has the opportunity to use English frequently. In such an environment, civil
servants are required to determine their own learning motivations clearly, they must learn
to be able to communicate and meet the communication requirements in that
25