Phân tích các yếu tố ảnh hướng đến công tác dạy nghề việt nam một số giải pháp nhằm nâng cao chất lượng giai đoạn 2013 2020

..

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam

SOUTHERN LUZON STATE
UNIVERSITY
Republic of the Philippines

ANALYSIS OF FACTORS INFLUENCING TO VOCATIONAL
EDUCATION TRAINING IN VIETNAM: IMPLICATION FOR
IMPROVING ITS QUALITY PERIOD 2013 - 2020

A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban Quezon, Philippines
In Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree of
Doctor in Business Administration

NGUYEN CHI TRUONG - BUSH

August, 2013


ii

BIOGRAPHICAL SKETCH

The author was born in Hanoi capital City in 1972, Vietnam and spent his home
land city. He was raised by his parents, together with his four older sisters. He was the
youngest child. He finished his elementary education with honors and graduated
salutatorian in high school. In November 1995, he obtained his University degree of Hanoi
University of Technology in Mechano – Informatics Engineering technology. In
September 2001, he also graduated Bachelor of General Business Administration in
National Economic University. In May 2003, he obtained his Master in Development of
Management (MDM) in Asian Institute of Management (AIM), Makati city, Metro Manila,
the Philippines with Management Research Report title: “Expansion Strategy Of The
Vocational Technical Education Project To Enhance Capacity Of The Viet Nam
Vocational Technical Education And Training System”
He started his career at Daewoo Plastics Engineering Ltd. Company (Korea) at
Hanoi in September 1995 and then, he has been continued his career at Kurihara – Thang
Long Joinventure Ltd. Company (Japan and Vietnam); High Technology Electrical
Engineering Ltd. Company (Singapore); and then Sumitomo Densetshu Corporation (Japan)
from January 1996 to September 2000 as Heating Ventilation Air Conditioning (HVAC)
engineer in Hanoi. From September 2000 to 2006, he has worked at General Directorate of
Vocational Training.
From January 2007 to June 2009, He also gained knowledge and experience in
leadership and state management as the assistance to Vice Minister of Ministry of Labour,
War Invalids and Social Affairs. At present, he is Deputy Director, Department of Skills
Development, General Directorate of Vocational Training. His main assigned functions


iii

and duties are development of National Occupational Skills Standards and questions bank
and also management of skills competitions.
He decided to take up Doctor in Business Administration (DBA) joined training by
Thai Nguyen University (Vietnam) and Southern Luzon State University (Philippines) in

2010. He believed that gaining knowledge should be continuous and one should not be
contented on earning a degree. There are many ways to upgrade one‟s knowledge and
skills. Getting a formal education is only one of them. He was named in the Dean‟s List for
three years and earned his Doctor in Business Administration in 2013.
He plays tennis and swimming to make himself fit and healthy. He loves listening
to alternative and pop music. He believes that life is a journey. Being successful is not
reaching the top. It is how you made the journey and reaching your dreams. It is about
relationship and helping other people realized their own dreams. He has accepted his
limitations and continues to discover his weaknesses. For him, what is important is if
reason ends, faith begins. To be happy, live a life according to the teachings of Christ.


iv

ACKNOWLEDGEMENT

Acknowledgement is hereby given to the individuals who in some ways or another,
made my DBA study more bearable and meaningful in the midst of academic pressures;
and because of their presence and inspiring assistance, I was able to transcend my human
weaknesses and was able to respond to the challenges of achieving creativity and success:

To my highly respected Advisers:
Dr. Conrado L. Abraham (SLSU), my first adviser who gave me the strength and
the encouragement to believe in my capacities. Taught me not to be afraid and to keep
holding on and be steadfast in achieving my vision/mission. He patiently “listened” to me
in my “down” moments and guided me with his wisdom in the completion of my
dissertation.
Dr. Cecilia N. Gascon (SLSU), Dr. Tran Chi Thien (TNU), Dr. Walberto A. Cacaraan,
DR. Joanna Paula A. Ellaga, Dr. Nelly I. Mendoza and Dr. Eduardo T. Bagtang, my panelists
who made me see the beauty and meaning of sacrifice for greater cause, who gave me

insightful, constructive comments to proceed with the dissertation in the right track.
Prof. Dr. Duong Duc Lan, my external panelist and experienced expert and also
high ranking policy leader in the Vietnam Vocational Technical Education Training system
as the Director General, General Directorate of Vocational Training who shared his
valuable time in giving me insightful advises which are valuable in developing my
dissertation framework.


v

To all those kind and helpful individuals:
All my Mentors/Professors in the DBA class who provided me with leadership and
managerial skills combined with the “IQ and EQ” formations so that I can be one of those
humble yet synergized souls who believe that the community and people-centered
development is achievable in our midst.
My Colleagues from General Directorate of Vocational Training who helped me in
the collection of data and information.
Staff for the International Center for Training (ICT), Thai Nguyen University and
staff for University of Labour and Social Affairs for all the services they have extended to
me especially with regards to facilitating my schedules, providing me the convenience and
good environment for studying at their University.
My Classmates for the exciting and effective learning discussions on cases study
and adding more value to my life during study in DBA class. Special mention is for Do Thi
Hoa, Nguyen Xuan Quang, Hoang Van Hung, Le Ngoc Quang, they never failed to support
me at times of difficulty.
Nguyen Phuc Huong and Nguyen Xuan Ngoc (Ronaldo), Nguyen Xuan Phuc
(Clinton) my usually roommates during study time at Thai Nguyen University for being
good friends sharing with me my joys and sorrows, happiness and tiredness during the time
studying in Hanoi and Thai Nguyen city.
My mother, my sisters and my friends and collaborative partners, who had always

been with me and never ceased to support me through their patience.


vi

My wife, Thu Hang, for her love, patience, and belief in his abilities; for her sacrifices and
understanding of leaving our home every Saturday, Sunday and often come home late after
official working time to attend the DBA class and study dissertation; for taking care of our
home and our family;
My daughter Huong Giang and my son Truong Son, for giving me the reason to
finish this dissertation; for my smiles that brings energy and inspiration;

Dedication
This Dissertation is dedicated to the following that have been the source of my
energy and strength and will always be remembered every time I look back to my study
experience:
To the Great and Loving Mother, all my sisters, my wife, my children who silently
gave me the energy and strength to withstand the tests of the „unknown‟ and the entirely
new and unique experiences during DBA study and complete dissertation.


vii

LIST OF ABBREVIATIONS

ADB

Asia Development Bank

ANOVA

Analysis of Variance

AQTF

Australian Quality Training Framework

BOG

Board of Governors

CPSISC

Construction and Property services industry skills council

CVET

Continuous Education Training

DEEWR

Department of Education, employment and workforce relations

DETB

District Education and Technical Board

DSD

Development Skills Department

GDP

Gross Domestic Product

GDVT

General Directorate of Vocational Training

IAC

Industry Advisory Council

ILO

International Labour Organization

ISC

Industry Skills Council

ITI

Industrial Training Institutes

IVET

Initial Educational Training

KCSE

Kenya Certificate of Secondary Education

KNEC

Kenya National Examination Council

KOICA

Korean International Cooperation Agency

KRIVET

Korea institute of vocational education training

MOET

Ministry of Education and Training

MOLISA

Ministry of Labour, Invalids and Social Affairs

MPE

Master Plan on Education

NOSAC

National Occupational Skill Assessment Center

NOSS

National Occupational Skills Standard

NOSTC

National Occupational Skills Testing Centers

NQF

National Qualification Framework

NQF

National Qualification Framework

NSDC

National Skill Development Corporation


viii

NSSC

National Skills Standards council

NSTCS

National Skills Testing and Certification System

NSTMA

National Skills Testing Management Agency

NTIS

National Training Information Service

OLS

Ordinary least squares

OSD

Occupational Skills Department

RTO

Registrated Trainng Organization

SCOTESE

Standing Council on Tertiary Education Skills and Employment

SDF

Skill Development Fund

SPSS

Statistical Package for Social Sciences

SSC

Sector Skills Council

STC

Skills Testing Center

SWOT

Strengths Weakness Opportunities Threats

TAFE

Technical and Further Education

TEP

Technical Education Program

TESDA

Technical Education and Skills Development Authority

TIQET

Totally Integrated Quality Education and Training

UK

United of Kingdom;

UNEVOC:

UNESCO – VOCational Education (International Centre for Technical and
Vocational Education and Training)

VET

Vocational Education and Training

VIF

Variance inflation factor


ix

TABLE OF CONTENTS
ACKNOWLEDGEMENT .................................................................................................... iv
LIST OF ABBREVIATIONS .............................................................................................. vii
ABSTRACT......................................................................................................................... xii
LIST OF TABLES .............................................................................................................. xiii
CHAPTER I. INTRODUCTION ....................................................................................... 1
Background of the Study ................................................................................................... 1
Statement of the Problem ................................................................................................... 5

Objectives of the Study ...................................................................................................... 7
Hypotheses of the Study .................................................................................................... 8
Significance of the study.................................................................................................... 8
Scope and limitation of the study ...................................................................................... 9
Definition of terms ............................................................................................................. 9
CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES ................. 12
Definition of VET ............................................................................................................ 12
A VET classification ........................................................................................................ 13
A classification of VET ................................................................................................... 13
Classifying VET benefits ................................................................................................. 15
Figure 1: Types of VET benefits ......................................................................................... 15
Theories of Job Satisfaction ............................................................................................. 18
Herzberg‟s Theory ....................................................................................................... 18
Vroom‟s Theory ........................................................................................................... 19
Factors affecting to vocational education programs ........................................................ 21
Attitudes towards Vocational Skill Acquisition .......................................................... 21
Relevance of Learning Resources in supporting Skill Acquisition ............................. 22
Courses offered at the Vocational education training Centers..................................... 23
Staff and Administration Development at Vocational education training Centers ...... 25
Satisfaction with learning and jobs .............................................................................. 27
Institutional related factors affecting acquisition ......................................................... 28
Students related factors affecting skill acquisition ...................................................... 30
Examination related factors affecting Skill acquisition ............................................... 31
Teachers related factors affecting acquisition of skills ................................................ 32
Theoretical framework ..................................................................................................... 34
Conceptual Framework .................................................................................................... 35
CHAPTER III. METHODOLOGY ................................................................................. 36
Research Design .............................................................................................................. 36
Research locale ................................................................................................................ 37
Population and Sampling ................................................................................................. 37

Research Instrument ........................................................................................................ 37
Data Gathering Procedure ................................................................................................ 38


x

Statistical treatment.......................................................................................................... 39
CHAPTER IV. RESULTS AND DISCUSSION ............................................................. 41
Profile of respondents ...................................................................................................... 41
Vocational education training issues ............................................................................... 43
Individual characteristics ............................................................................................. 43
Qualifications of lecturers at the training facility ........................................................ 45
Physical facilities at the training facility ...................................................................... 46
Management capacity at the training facility ............................................................... 48
Job opportunities .......................................................................................................... 49
Information on labor market ........................................................................................ 51
Support policies on vocational education training ....................................................... 52
Hypothesis ....................................................................................................................... 54
Empirical results .............................................................................................................. 55
Significant differences between respondents‟ perception when they are grouped
according to their profile.................................................................................................. 58
Age ............................................................................................................................... 58
Gender .......................................................................................................................... 61
Marital status ................................................................................................................ 63
Income.......................................................................................................................... 66
Educational level .......................................................................................................... 69
Overall.......................................................................................................................... 71
VET system...................................................................................................................... 73
Figure 2: Relation between General Education and VET in Vietnam ................................. 74
Challenges of the VET ..................................................................................................... 75

Evaluating development of National Occupational Skills Standards and partnership of
VET and enterprise in Vietnam ....................................................................................... 76
National Occupational Skills Standards....................................................................... 76
Status of NOSS in Vietnam ......................................................................................... 77
Certification System..................................................................................................... 79
SWOT Analysis of Certification Framework .............................................................. 81
NOSS, Certification system and engagement of industries in VET ................................ 83
Figure 3: Relations among NOSS, Certifications system and VET .................................... 85
Legal system and regulations ........................................................................................... 85
Comparison of Legislation Between Korea and Vietnam ........................................... 86
SWOT Analysis of Legal System and Regulations ..................................................... 89
Experiences about industries engagement in VET in major countries in the world ........ 92
Australia policy‟s framework for industry strongly engagement in VET ................... 92
Industry Skills council model ...................................................................................... 93
Registered Training Organizations (RTOs) ................................................................. 95
Korea‟s Meister High Schools Model for industry engagement in VET ..................... 96
The Philippines policy‟s framework for industry strongly engagement in VET ......... 99


xi

Some development strategies for strengthening vocational education training in Vietnam100
Improving qualifications of lecturers/instructors and management staff .................. 100
Physical facilities at vocational education training .................................................... 101
Management capacity at vocational education training ............................................. 101
Support and job opportunities .................................................................................... 101
Information on labor market ...................................................................................... 102
Support policies on vocational education training ..................................................... 102
CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........ 103
Summary ........................................................................................................................ 103

Respondents Profile ................................................................................................... 103
Respondents‟ perception on vocational education training ....................................... 103
Comparison of respondents‟ perception according to related profile ........................ 104
Conclusions .................................................................................................................... 105
Recommendations .......................................................................................................... 106
Increasing public – private partnerships in VET in the current framework .............. 106
Establishment and Operation of the NSTMA and STC ............................................. 108
Establishment of Meister High Schools ..................................................................... 109
Establish Industry Skills Councils to improve NOSS and engagement of industries in
VET ............................................................................................................................ 110
Improvement of NOSS .............................................................................................. 111
Building a National Qualification Framework (NQF) ............................................... 112
Identifying Skills Demand for Creating New Certifications and Improving the
Existing Certifications ............................................................................................... 113
Amending Current Laws ............................................................................................ 113
APPENDECES .................................................................................................................. 119
Organization Chart of NSTMA in Vietnam .................................................................. 119
Figure 4: Organization Chart of NSTMA in Vietnam ....................................................... 119
Status and Characteristics of NSTMA ........................................................................... 120
Meister High Schools..................................................................................................... 120
Regulation ...................................................................................................................... 125
Principles, procedures of developing and issuing national skills standards .................. 125
QUESTIONAIRE ............................................................................................................ 142
CURRICULUM VITAE.................................................................................................. 146


xii

ABSTRACT
Vocational education and training play a key role in raising skill levels and

improving a society‟s productivity. The demand for skilled workers has increased as job
specificity and the use of technology have increased. Vocational Education Training helps
people in better performance of their jobs as they acquire a great learning experience.
Working professionals get a chance to hone their skills while increase income.
On May 2012, Vietnam government has approved and issued two importance
national strategies: Strategy for development of education stage 2011 - 2020 and strategy
for development of vocational training system stage 2011 - 2020. Two above strategies
have the general objective is to develop a education vocational training system to support
for development of socio-economy for country mission “will basically become developed
country by 2020”, in which strategy for development of vocational training identified:
basically and comprehensive innovation of vocational training stage 2012 - 2020.
With these points of view, the dissertation proposes a system of a set of criteria to
evaluate quality of Vocational Education Training and analyzes status of VET in Vietnam,
especially its weak points. In addition, the study introduces modern models and value
experiences from developed countries in improving Vocational Education Training.
Further, the dissertation uses multivariate regression equation to evaluate fully
factors affecting to quality of Vocational Education Training in Vietnam. Base on these
analyses, the dissertation proposes highly value recommendations to improve Vocational
Education Training for meeting demands of industries and government’s vision.
Keywords: Vocational Education Training, Labor Quality, National Qualification
Framework, National Occupational Skills Standard, Industry Skills Council


xiii

LIST OF TABLES
Table 1:

Questionaire’s point range ......................................................................... 38

Table 2:

Demographic information of the respondents ......................................... 41

Table 3:

Reliability Statistics on individual characteristics ................................... 44

Table 4:

Mean Distribution of Respondents Perception in Terms of Individual
characteristics ............................................................................................. 44

Table 5:

Reliability Statistics on qualification of lectures ..................................... 45

Table 6:

Item – Total Statistics of Qualification of lecturers’ variable ................ 45

Table 7:

Mean Distribution of Respondents Perception in Terms of qualifications
of lecturers................................................................................................... 46

Table 8:

Reliability Statistics on physical facilities ................................................ 46

Table 9:

Item – Total Statistics of the physical facilities’ variable ....................... 46

Table 10: Mean distribution of respondents’ perception in terms of Physical facilities
...................................................................................................................... 47
Table 11: Reliability statistics on Management capcity ........................................... 48
Table 12: Item – Total Statistics of management capacity’s variable .................... 48
Table 13: Mean distribution of respondents’ perception in terms Management
capacity ........................................................................................................ 48
Table 14: Reliability statistics on Job opportunities ................................................ 49
Table 15: Item – Total Statistics of Job opportunities’s variable ........................... 50
Table 16: Mean distribution of respondents’ perception in terms of Job opportunities
...................................................................................................................... 50
Table 17: Reliability statistics on Labour market Information .............................. 51
Table 18: Item – Total Statistics of information on labour market’s variable ...... 51


xiv

Table 19: Mean distribution of respondents’ perception in terms Information on
labor market ............................................................................................... 52
Table 20: Reliability statistics on Suport policies ..................................................... 52
Table 21: Item – Total Statistics of Suport policies’s variable ................................ 53
Table 22: Mean distribution of respondents’ perception in terms support policies53
Table 23: Average evaluation ..................................................................................... 54
Table 24: Descriptive statistics ................................................................................... 55
Table 25: Model Summary ......................................................................................... 55
Table 26: ANOVA ....................................................................................................... 56
Table 27: Result of linear regression analysis after were excluded variable ......... 56

Table 28: Test of Homogeneity of Age variance ....................................................... 58
Table 29: Comparison between the respondents’ perception in term of Age ........ 59
Table 30: Test of Homogeneity of Gender variance ................................................. 61
Table 31: Comparison between the respondents’ perception in term of Gender .. 61
Table 32: Test of Homogeneity of Marital status variance...................................... 63
Table 33: Comparison between the respondents’ perception in term of Marital status
...................................................................................................................... 64
Table 34: Test of Homogeneity of Income variance ................................................. 66
Table 35: Comparison between the respondents’ perception in term of Income .. 67
Table 36: Test of Homogeneity of Educational level variance ................................ 69
Table 37: Comparison between the respondents’ perception in term of Educational
level .............................................................................................................. 70
Table 38: Comparison between the respondents’ perception when they are grouped
following related profile ............................................................................. 71
Table 39: Number of Technical Vocational Education and Training Institutions,
Teachers and Students (2009~10) ............................................................. 73


xv

Table 40: Status on Approved NOSS in Vietnam by 2013 ...................................... 78
Table 41: Vietnamese Legislation & Regulation on Certification System ............. 86
Table 42: Major Contents of Legislation Regarding Certification System in Korea
and Vietnam ................................................................................................ 87
Table 43: Number of maister schools and their students in Korea ........................ 96
Table 44: Requirements for being designated as Meister high schools ................ 123

LIST OF FIGURES

Figure 1: Types of VET benefits ................................................................................... 15

Figure 2: Relation between General Education and VET in Vietnam ..................... 74
Figure 3: Relations among NOSS, Certifications system and VET .......................... 85
Figure 4: Organization Chart of NSTMA in Vietnam ............................................. 119


1

CHAPTER I
INTRODUCTION

Background of the Study
Since “innovation” policy starting in 1986, Vietnam Vocational Educational
Training (VET) has been concentrated for development firstly from 1998, when
Government established the General Directorate of vocational training belong Ministry of
Labor, Wars invalid and Social affairs (Molisa). At this time, Vietnam has been
implementing “innovation” policy for over 10 years and has gained some successful in
terms of socio-economic development. Foreign directly investment increased, industries
contribute higher rate to the GDP, economic structure strongly shift from agriculture to
industry and also labor force from agriculture sector move to industry sector. From
beginning time established, therefore the General Directorate of vocational training to
develop policies for vocational training development to meet the needs of industries in
terms of skilled workforce, which was low in both quality and quantity and low
productivity. In other hand, the mission of vocational education training also has to
produce a skilled labor force for country‟s mission to become a modern and developed
country by 2020.
With above mission, from 1998 to present, General Directorate of vocational
training has been developing many positive policies to develop a vocational education
training system. According GDVT, number of Vocational training schools increasing in
each year. In 2008, there were 129 Vocational training schools, but in 2012, there are total
455 vocational training schools, in which there are 155 vocational training colleges, 305

2

secondary vocational training schools and other 900 vocational training centers plus more
about 1,000 related vocational training institutions in nationwide. Regarding the entries of
vocational training system, according also to GDVT, it has been increasing in quantiy‟s
entries: from 526,600 in 1998 to 1,538,000 in 2008 and to 1,790,000 in 2012, remarkable
contributing for country‟s industrialization and modernization processes.
In terms of law and policy development, one of its remarkable achievements is
Government first time has issued the law on Vocational training in 2005, which formalized
VET system with 3 levels training or in other hand, 3 kinds of vocational training
institutions: vocational training colleges; secondary schools for vocational training and
primary vocational training schools. These three kinds of vocational training institutions
system have been produced amount of skilled workforce for labour market and serve the
industries needs and contributing to the socio-economic development in the past years.
However, the existing VET system still has limitations in terms of producing
skilled labour force to fit with industries needs. According to VCCI‟s survey resulted in
2011, indicator in satisfaction of industries about quality of VET is 34% and this is a low
indicator. The quality of Vietnam labour force is still low; it was placed in 11th position
among 12 Asian countries which have been ranked in 2008. Vietnam productivity in
comparisons with some countries in 2007 are as following: lower than Japan 50,4 times;
Korea 18,6 times; Malaysia 7,8 times; Thailand 1,96 times; and Indonesia 1,5 times1. In
additional, Vietnam has insufficient skilled labour and low competitiveness (according to
the Global Competitiveness Index (GCI) for the 2013-2014 period, Vietnam placed on
70th positions among 148 economies in the world).
1

Source: OECD compendium of productivity indicator 2008; Malaysia Productivity Corporation, Malaysia
Annual Productivity Report 2008

3

The limitation of VET may come from limitations of factors influencing to its
quality such as capacity of teachers/instructors; management capacity; physical facilities;
information on labour market, create graduates emloyability; support policies; connection
with industries, etc...
At present, new technology in almost industries has been changing very fast. New
technology in some industries like Information computer technology, electronics,
mechatronics, manufactory automation etc. are changing so quickly in every years, even
under one year. In this process, there are necessarily to request for upgrading the skilled
workforce including existing skills areas and new skills areas occurred to meet the
demands for socio-economic development in the new era.

This will challenge the

Vietnamese Vocational Education Training (VET) for how can be flexibility changing in
terms of industry needs. In order to solve those problems, VET should be improved and
strengthened training capacity to meet the requirements of high skilled human resources in
the new context, especially should have the VET policies, strategies, plans and curricular,
training programs that are advanced enough, scientific, suitable and fit with existing
industries needs.
From International experiences, in order to have a flexibility VET system, United
Kingdom has the Sector Skills Councils (SSCs); Australia has the Industry Skills Councils
(ISCs). In two these countries, model of SSC or ISC play as midle to connect between
industry, VET and government. In Japan and Korea, they develop the testing and
certification system separately between training side (VET) to supply skilled labor for
labor market. This model also has strong engagement of industry to Vocational Education
Training. In Vietnam, in 2008 ministry of Labor, Invalids and Social Affairs (MoLISA)

4

has introduced a new frame work to develop a National Occupational Skills Standards
(NOSS) under Decision No. 09/2008/QĐ-BLĐTBXH dated 28th March 2008 regulate the
principles and procedures for development and issuance of NOSS. Under this framework,
the ministries will develop the national occupational skills standards for each occupational
which under ministry‟s management and collaboration for approval and issuance of NOSS
by MoLISA.
The advantages of the NOSS is a foundation for: General Directorate of Vocational
training (GDVT) is an agency that is authorized by MoLISA to manage the development of
NOSS to manage the national skills testing and certification systems and help MoLISA to
issue other related policies in terms of skilled workforce development; for VET institutes
to develop the curricular and training program; for employers to develop the employee
recruitment, wage payment plans and to identify the training needs and arrange working
position for employees; for the labourers to identify these skills gaps and improve for
themselves to seek for the job. However, NOSS only has real its value as above mentioned
advantages, the procedure and process to develop NOSS should be strongly engaged by
industries. In other hand, industries must be involved to identity the skills needs for each
skill area as these requirements for manufacture, and those skills will be developed skills
standards for training side to train the right skills and right skilled levels for right needs of
industry side. Unfortunately, there are still miss of participation of industries side in this
process, therefore NOSS really is not useful any more as government expectation and
socials needs in terms of human resources development, especially in training program or
curricular development to fit with social needs.
Towards 2020, Vietnam strategy for socio-economic development stage 2011-2020
has formulated one of three pillars for socio-economic development is “human resource

5

development”. Strategy for human resource development stage 2011 – 2020 has formulated
“development of regulations, mechanisms, policies to speed up training towards social needs
driven, engagement of enterprise in training” and “basically and comprehensive innovation
of education and training to meet the demands for social development”.
On May 2012, Vietnam government has approved and issued two importance national
strategies: strategy for development of education stage 2011- 2020 and strategy for
development of Vocational Education Training stage 2011 – 2020. Two above strategies have
the objectives that are towards to the solutions of “comprehensive and basically innovation of
education, training as the social development needs; improving the training quality as the
requirements in terms of standardization, modernization, socialization, demonization and
international integration to efficient server to the development of and defend motherland” that
has been approved by government at the strategy for human resources development period
2010 – 2020 and contribute to the country mission “will basically become a developed country
by 2020”. Therefore, this thesis would like to discuss on:
“Analysis of factors influencing to Vocational Education Training in Vietnam:
Implication for improving its quality period 2013-2020”

Statement of the Problem
International economic integration takes place today in both deep and width, the
national economies of the region and the world increasingly closely linked, technology
change so fast and industries of each country has to constantly upgrade new technology for
improving their productivity. Vocational training sector plays an important role for this
process to upgrade the skilled workforce to fit with the industry needs, which is a key


6

factor for improving country‟s competitiveness in the integration process. In order to

improve the skilled workforce to meet the industry needs, one of requirement for socio –
economic development in stage 2012 – 2020, Vietnam Government has approved a
strategy for development of vocational education training stage 2012 – 2020, in which
approved to innovate basically and comprehensive vocational education training in this
stage. Therefore, this paper would like to discuss on what policies, what models and how
to develop those policies and models from perspective of policy makers in order to engage
industries more in VET process in Vietnam. In other hand, base on the new strategies for
development of educational and vocational training just approved by Government, this
paper would like to discuss how to develop a policy and introduce a model for developing
a national occupational skills standards (NOSS) which have the strongly participation from
industry side and other related sides, including professional associations, training sides,
researchers, policy makers, employer‟ representatives, worker‟ representatives etc. The
NOSS developed above will be an importance for training side (vocational training
institutes) to develop curriculum, training program (training packages) base on industry
needs or NOSS will be a place for industry to send the skills needs for their manufacturing
process and for vocational training sector can be produced a skilled workforce as industry
needs even they change their needs as your requirement. What are the policies and models
can be effective supported for Vietnam vocational training in Vietnamese context to 2020?

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of age, gender, educational level,
civil status and income?


7

2. What is the perception of respondents in terms of individual characteristics,
training quality, physical facilities, management capacity, job opportunities, information
on labor market, support policies?

3. What are the factors influencing to vocational education training?
4. Problems of Vocational Education Training of Vietnam and experiences from
developed countries?
Objectives of the Study
The study aimed to evaluate status of vocational education training in Viet Nam
and determine factors that influencing to quality of vocational education training.
Specifically, this study aimed:
1. To describe the profile of the respondents in terms of:
a) Age
b) Gender
c) Educational level
d) Marital status
e) Income
2. To analyze the perceptions of respondents including training staff, learners and
managers in VET sector in terms of:
a, Individual characteristics
b, Training quality
c, Physical facilities
d, Management capacity
e, Job opportunities
f, Information on labor market


8

g, Support policies
3. To determine factors influencing to quality of vocational education training.
4. To analyze problem of VET in Vietnam
5. To recommends strategies for the improvement of vocational education
programs.

Hypotheses of the Study
1. There is a significant different between perceptions of respondents and
respondent‟s profile in terms of age, gender, educational level, marital status, income.
2. There is no significant difference in the perception of respondents in term of
individual characteristics, training quality, physical facilities, management capacity, job
opportunities, information on labor market, support policies.
3. There is no significant relationship between independent variables (individual
characteristics, training quality, physical facilities, management capacity, job opportunities,
information on labor market, support policies) and quality of vocational education training.
Significance of the study
In this year 2013, Vietnam government will submit to new law of vocational
training and new law of Employment for National Assembly approval; Government has
approved the strategy for development of vocational training stage 2011 – 2020, in which
nominated Ministry of Labor – Invalid and Social Affairs to submit for government
approval of the project “Basically and comprehensive innovation of vocational training”
towards 2020 in order to upgrade a skilled work force to meet the demands for
development of industries and contribute to the improvmeent of nation‟s productivity and
competitiveness. Therefore, this thesis might be benefit for policy makers in vocational


9

education training sectors, skilled work force developers, vocational training institutions,
industry side and related researchers.
Scope and limitation of the study
The main purpose of a vocational training system is to produce the skilled
workforce to meet the demand for industry needs. This thesis will focus to study on lessons
learned and experiences in terms of what policies and models for industry engagement in
Vocational Education Training that is responsive to the needs of industry and the emerging
market economy.

The study assessed quality of vocational education training in Vietnam in terms of
the following major seven variables: Individual characteristics, training quality, physical
facilities, management capacity, job opportunities, information on labor market, support
policies. These main variables were due to the results of reviewing related literatures and
studies. This paper considered total provinces in Vietnam. However, this research conduct
surveys from two vocational training institutions each province only. And within each
institution, only one manager, two staffs and two learners was interviewed. This study
conducted during the year 2012-2013.
Definition of terms
Competency: the ability to do something successfully or efficiently; other
definition: "A cluster of related knowledge, skills, and attitudes that affects a major part of
one‟s job (a role or responsibility), that correlates with performance on the job, that can be
measured against well-accepted standards, and that can be improved via training and
development." (Training magazine: July, 1996)


10

Industry Skills councils (ISC): Industry Skills Councils are recognized and funded
by the Australian Government, governed by independent, industry led boards and not-forprofit companies limited by guarantee
Skills: A skill is the learned capacity to carry out pre-determined results often with
the minimum outlay of time, energy, or both. In other words the abilities that one
possesses;
Sector Skills councils: Sector Skills Councils (SSCs) are independent, employerled, UK–wide organizations. The SSCs and the UK Commission are committed to working
in partnership across the four nations to create the conditions for increased employer
investment in skills which will drive enterprise and create jobs and sustainable economic
growth. They share a belief that the sectoral approach is the most effective way to do this.
Individual characteristics: are personal nature of a person which can influence to
results of actions. It also mention about capacity, personal opinions, natural reaction efforts
and attitude.

Training quality: refer to service quality of training, is a comparison of
expectations with performance. A business with high service quality will meet customer
needs whilst remaining economically competitive. Improved service quality may increase
economic competitiveness.
Physical facilities: refer to an installation, contrivance, or other things which
facilitates something; a place for doing something: A commercial or institutional building,
such as a hotel, resort, school, office complex, sports arena, or convention center. In
particularly of the VET, physical facilities including infrastructure, training materials,
training equipment etc....