Ex-post Evaluation Report on the Project for Establishment of Korea-Vietnam Friendship IT College in Danang

Ex-post Evaluation Report on the Project for Establishment of Korea-Vietnam Friendship IT College in Danang 2013... Evaluation matrix for assessing effectiveness ··· 49 Results of the ho

Overview of the Evaluation ããããããããããããããããããããããããããããããããããããããããããããããããããããããããããããããããããããã 7

Evaluating items ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 10

The Korea-Vietnam Friendship IT College (VKFITC) was established by the Korea International Cooperation Agency (KOICA) and Vietnam's Ministry of Planning and Investment (MPI) to develop ICT human resources in central Vietnam, aligning with the 2004–2008 development window Since its inception in 2007, VKFITC has continued to operate, adapting to evolving political, social, and industrial changes while expanding IT education and Korea–Vietnam collaboration.

An ex-post evaluation was conducted to identify both successful outcomes and shortcomings, and to explain the reasons behind them The assessment aims to distill lessons learned from the completed project and to present actionable recommendations for the ongoing realization of the project, as well as for similar projects in the future, thereby promoting continuous improvement and more effective project performance.

2 The objectives and scope of the evaluation

This ex-post evaluation identifies the inputs and detailed activities, determines the outcomes produced by the outputs to date, and analyzes the project’s impacts so far.

○ To do this, the evaluation was made on the five OECD/DAC evaluation criteria; relevance, effectiveness, efficiency, impact, and sustainability and cross-cutting issues.

10 Ex-post Evaluation Report on the Project for Establishment of Korea-Vietnam Friendship

○ The evaluated target is a grant-type aid in higher education sector, involving an IT college in Danang The college was built collaboratively by Korea and Vietnam as a form of a project The targeted beneficiaries were local high school students and their parents, local enterprises and so forth.

Target sector ■ Education □ Health □ Governance

Target area ■ Asia-Pacific □ Africa □ Latin America

Type ■ Project □ Offer training □ Dispatch volunteers □

Dispatch experts Scale □ Nationwide □ Regional ■ Local

Items concerned in the evaluation

Details Title Establishment of Korea-Vietnam IT College

Aim Found a practice-oriented IT college applying Korean IT educational systems

ㅇ Head office, lecture rooms, laboratories, research facilities, dormitory, gym, etc., and

ㅇ Basic infrastructures including sewerage, electricity, telecommunications

ㅇ Server, PC, office devices for IT education and administration,

ㅇ Convenient facilities for college operation, and

ㅇ Development of the educational management system

ㅇ One project manager from KOICA,

ㅇ Four experts from distinguishable fields each,

ㅇ An installation expert, etc.

ㅇ Five instructors(2 months), and

ㅇ Ten government officials(a week) ㅇetc ㅇ Technology consulting, inspection, evaluation, etc.

ㅇ Provide infrastructures including electricity, the internet, septic tank, ect.

ㅇ Design and build dormitories, gym, and the Students’ Hall

ㅇ Provide administrative support regarding construction permission

Target area ㅇDanang, Vietnam

Period/budget ㅇ(2004~2008)/US$20 mil.(Korea:US$10 mil., Vietnam:US$10mil.)

Beneficiaries ㅇstudents at the college, local residents expected

Korea ㅇEnhance the high-tech national image by indirectly advertising Korean IT standards Vietnam ㅇTrain IT professionals in the central areas of Vietnam impl eme nted

Korea ㅇKorea International Cooperation Agency(KOICA)

Vietnam ㅇMinistry of Information and Communication(MIC)

Table 3 was constructed based on the ex-post evaluation reference.

2003.9 In the Korea-Vietnam summit, consent to launch a grant-type project in

2004 as a means of narrow the information gap 2003.10 Korean sides dispatched financial representatives, asking project design from Vietnamese sides 2003.11 Vietnamese application for the project officially accepted

2003.11 Dispatched a research group for establishing a business

2004.3 Carried out an invitational training for managerial staff

2004.6 Selected a service enterprise for technological consulting

2004.10 Concluded an agreement between the minister for foreign affairs and the minister for investment plans 2006.9 Invitational training for instructors(9/18~12/16)

2006.11 Invitational training for government officials(11/26~12/2)

2006.12 Launched development of information systems

2007.06 Second PMC on-site research

2007.06 First dispatch of a college administration expert(6/23~7/8)

2007.07 Additional invitational training for five instructors(7/15~9/15)

2007.10 Dispatched a expert on equiment installation(10/19~11/17)

2009.04 Performed end-of-project evaluation

Details of the project progression

3) Notable features and the focus of the evaluation

The implementation agency from the recipient sides: Ministry of Information and Communication (MIC)

○ The project can be classified as an educational one, yet it was requested from MIC in Vietnam, not by Ministry of Education.

Collaboration with the MIC enhances expertise but creates governance challenges for implementing agencies such as PMC, which must navigate dual-ministry approvals due to the mandatory involvement of the Ministry of Education The evaluation conducted by MIC as the implementing agency assessed project outcomes and impact to determine overall effectiveness and inform future improvements.

Aggressive participation from the recipient country: fund

○ Vietnamese government, the recipient sides, also put US$10 million (50% of the total budget) into the project, which is indicative of developed ownership from the recipient country.

Promote upgrade to a 4-year University

Originally, the goal was to establish a 3-year college, but after the project the college shifted toward promoting its status to a 4-year university This strategic expansion is now backed by KOICA’s second project (2013–2015), which strengthens the college’s infrastructure and capabilities to support the upgraded program.

The pre-feasibility Project Establishment of Korea-Vietnam Friendship University of Information Technology and Communications

The Project For upgrading Korea-Vietnam Friendship Information Technology College to Korea-Vietnam Friendship University of Information Technology and Communications

References on upgrading to a 4-year university

This evaluation centers on the primary project to establish a three-year college, with limited coverage of the later four-year upgrade plan While much of the four-year expansion was not included, the assessment does address key factors, including the reason for shifting the educational goal from providing technicians to supplying engineers, and how this shift affects the overall sustainability of the project.

Evaluation methods and procedures ããããããããããããããããããããããããããããããããããããããããããããããã 15

Division of works and the overall schedule ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 22

An impact assessment evaluates the project by two key criteria: its contribution to satisfying beneficiaries' needs and priorities, and the degree to which its objectives align with the recipient country’s developmental policy directions and national priorities The analysis looks at how outputs translate into tangible benefits for beneficiaries, and how well the project supports the broader development goals, strategies, and policy frameworks in place Using clear indicators of beneficiary relevance, policy coherence, and sustainable outcomes, the findings inform decision-makers about the project's effectiveness, relevance, and potential for scalability within the national development context.

Effectiveness How much contribution was made by the project in terms of achieving the project aims and objectives

Efficiency Whether the budget was rationally used, that is, the degree of conversion from the inputs to the outputs and outcomes

Sustainability The expected duration of the positive impact to last after implementation/termination of the project

Impact The comprehensive results of the project, whether it being either intended or unintended, and either positive or negative etc Gender main streaming, environment, etc.

○ The evaluation was made on the ground of the five major evaluation criteria suggested by OECD/DAC; relevance, effectiveness, efficiency, impact, and sustainability and cross-cutting issues.

○ The questions and indicators for evaluation were selected according to the evaluation criteria as the details shown in .

Development (recipient country) Were the project objectives consistent with Vietnamese Human Resource Development Plan (2004)? Are the project objectives consistent with the current Vietnamese Human Resource Development Plan?

IT HRD plan Evaluations from the persons concerned Literature reviews BeneficiariesWere the beneficiaries (i.e., 3-year college) well-chosen? Were the needs from the local community well-taken into consideration?

Detailed lists of inputs Report on the project validityInterviews Cooperative strategies (donor country)

Was the project consistent with the cooperative strategies of the donor country?Vietnamese CPS in KoreaLiterature reviews Effecti veness

Short-term outcomes Were the educational facilities well-constructed as intended? Was the educational system effectively designed? Was the information system effectively designed?

Blueprint of the college Curriculum (2007~2013)

Literature reviews, Questionnaire s Medium-term outcomes

Key performance indicators for the college include whether the annual enrollment exceeds the target level, the satisfaction of both teaching staff and students with the quality of education, evidence of progress in students’ ICT proficiency as they advance through the program, and the college’s ability to recruit and retain an adequate number of qualified teachers.

Satisfaction level of the beneficiaries Student enrollment rate Current status of the staff

Literature reviews Long-term outcomes

Does the college turn out graduates above a set rate annually? Did the graduates find jobs successfully? Are the graduates able to find jobs as they hope?

Statistics on graduates Employment status Satisfaction level of graduates Literature reviews, interviews

Ex-post evaluationmatrix for the Korean-Vietnamese project on IT college foundation

ManagementWas the project completed in time/within the budget?Results from the dispatched expertsLiterature reviews, interviews Process

Based on the available inputs, construction and equipment were effectively supplied, indicating strong procurement and logistics performance The technology transfer proceeded smoothly, reflecting successful knowledge transfer and stakeholder collaboration In parallel, system development advanced effectively, demonstrating coherent progression from design through implementation Overall, these results underscore robust input management across procurement, technology transfer, and development activities, contributing to project success in a cost- and time-efficient manner.

End-of-project reportLiterature reviews, interviews Impact

Evaluating the project’s outcomes, this assessment asks whether the intended positive impacts—such as narrowing the information gap and improving employment opportunities—are realized It also investigates any unintended positive impacts that may emerge and whether there are unintended beneficiaries who gain from the project By identifying these effects, stakeholders can gauge overall effectiveness and inform future improvements in information access, job creation, and inclusive benefits.

Students Enterprises Local residentsInterviews Negative impacts

Do the intended negative impacts (i.e., to affect other colleges) turn up as a result of the project? Is there any unintended negative impacts?

Graduates Enterprises Local residentsInterviews Sustain ability

Educational environment /competence Are the policies and budget appropriate enough to operate a college? Is the maintenance technology well secured? Does it hold adequate number of qualified instructors?

Korea-Vietnam IT College Master Plan

Literature reviews, interviews Provision of skilled workers

Is it consistent with Vietnamese Human Resource Development Plan? Is there continuous educational demand? Is it capable of providing vocational training? Is there any cooperative system aiding in employment?

Vietnamese IT Human Resource Development Plan Literature reviews, interviews

CriteriaQuestionsIndicatorsMethods Vitalization of ICT industries

Is it consistent with the national developmental plan? Is there continuous labor demand on intermediate level technicians?Current status of the investments

Gender mainstreaming in education raises questions about whether admissions are gender-biased This article investigates if admitting new students is affected by gender bias, reviews admission standards and processes, and analyzes the resulting student gender ratio A literature review surveys prior research on gender equity in enrollment and outcomes It also considers environmental hindrances, such as infrastructure and facilities, and examines equipment status and other logistical factors Finally, interviews with stakeholders are used to capture practical insights into perceived biases and barriers to achieving a gender-balanced enrollment.

2 Research methodology: Domestic and Field-visit researches

○ Employed were methods such as literature reviews, questionnaires, and interviews A comprehensive domestic research and twice on-site surveys were conducted.

Methodology Details methods 1) literature review Current status of Vietnamese policies and developmental plans, reports related to business projects, etc. questionnaire Beneficiaries(faculty and students), high school students in

Danang interview Persons concerned both nationwide and worldwide

Domestic research Design the evaluation details via literature reviews

Local literature reviews Survey questionnaires to the beneficiaries and interviews with the persons concerned

1) Detailed lists of the literatures are provided as Appendix 5, survey questionnaires as Appendix 3, and the interviewers as Appendix 2, respectively.

Standing Person in charge Responsibility

Paek, Seon-uck Sangmyeong Univ.

C.E.O of Korea ODA Inc Evaluation on ODA processes

Evaluation on the management of higher education

Byun, Ji-na Korea Univ Researcher in Department of Computer Science

3 Division of works and the overall schedule

To reflect the project’s distinctive characteristics, an evaluation team was established The team was composed of a leading professor with extensive experience in evaluating ICT and education, an ODA project expert, a business administration professor who will assess college governance, and a computer education expert from whom ICT education guidance will be drawn.

○ The evaluation was conducted over 7 months, starting in May, 2013 to December, 2013.

Performed work May Jun Jul Aug Sep Oct Nov.

Analysis on the target project ããããããããããããããããããããããããããããããããããããããããããããããããããããããããã 25

Analysis on the persons concerned ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 39

Analysis on the target project 27

Analysis on the target project

1 Environmental analysis on the target area

- Name of the country: Socialist Republic of Viet Nam

- GDP: US$135.4 billion (ranking 58th worldwide)

- Political structure: Single party autocracy, socialism, republican form of government

Source: Korean Ethnic Culture Encyclopedia 2)

2) The industries and economy of Vietnam 3)

○ Vietnam, once exhibiting continuous high growth rate, currently shows slowed economic growth due to the unfavorable condition both at home and abroad

2) http://terms.naver.com/entry.nhn?cid97&docIdW6128&mobile&categoryId97 searched on July 1st, 2013

3) Below description is mainly based on the information provided by Embassy of The Republic of Korea in Vietnam.

IT College in Danang rank sector 2009 2010 2011 2012 year-on-yea r increase (%)

The sectoral export scales

The latter, especially the Euro Crisis, deteriorates the export condition of Vietnam.

Fabrics have traditionally been among Vietnam’s top export items, with exports valued at US$15.1 billion, but year-over-year growth slowed to 7.5% amid the economic crises in the United States and Europe; by contrast, mobile phone exports surged 84.7% from the previous year, thanks to Samsung’s investment in Vietnam.

Note: The year-on-year increase rates were estimated based on data from 2012 and 2011.

Mobile phone export in 2010 was estimated using the increasing rate in 2011.

Source: Vietnamese Statistics Office Embassy of the Republic of Korea 4)

○ As Samsung Electronics initiated mobile phone production in Vietnam, the import of the mobile phone and computer components amounted to US$ 5 billion and US$13.1 billion, respectively.

Vietnam's manufacturing sector is still developing, but is steadily improving thanks to government policies that attract foreign investment The country sources materials and components from Korea, Japan, and Taiwan, adding value through processing before exporting finished goods to the United States and Europe.

4) http://vnm-hanoi.mofa.go.kr/korean/as/vnm-hanoi/policy

More than half of all foreign investments are concentrated in manufacturing and processing, making it the dominant sector, with real estate and hotels and the food service industry ranking as the second and third largest sectors respectively Notably, mergers and acquisitions between Vietnamese and Japanese companies are underway.

○ The anticipated year-on-year GDP increase in 2013 is around 5.6%, with mobile phone export reaching US$ 15 billion (Total of US$8,1 billion over the first five months of 2013).

3) The current status of Vietnamese Human Development

In 2011, Vietnam’s Human Development Index (HDI) was 0.617, ranking 127th out of 186 nations and placing the country in the Medium Human Development category The HDI shows a steady growth trend, aligning with global patterns as well as those observed in East Asia and among other countries within the Medium Human Development group.

Source: UNDP(2013) Human Development Report 2013.

5) The investigated countries are categorized into four different groups: Very high development, High human development, Medium human development, and Low human development If a country belongs to a medium human development group, it means it is ranked approximately 50%~75% from the top.

○ Unlike other sectors, educational HDI in Vietnam is closer to that of a high human development country than to a medium.

Vietnamese educational HDI in 2013

Category Adult literacy Secondary education

School enrollment Education satisfacti on

Primary education dropouts primary secondary higher

Source: UNDP (2013) Human Development Report 2013.

Within Medium Human Development countries, the employment rate is significantly higher than in other MHD nations and even higher than in High Human Development groups However, job satisfaction remains comparatively low, especially when contrasted with the high levels of life satisfaction and national pride observed in more developed countries.

Vietnamese social HDI in 2013

Life satisfa ction satisfaJob ction

Source: UNDP (2013) Human Development Report 2013.

4) Vietnamese educational system and current status

ⅰ) General introduction to Vietnamese educational system

Figure 2 outlines Vietnam's education system, showing that junior colleges offer three-year programs Some higher education centers provide two-year courses, but these programs typically award only certificates rather than diplomas.

Source: Ministry of Education, Vietnam 6)

Students whose qualifications are equivalent to upper secondary education or to secondary technical and vocational education must submit their applications in May and sit the university entrance examination in July if they intend to enroll.

○ Students apply for a university with the exam results along with their previous school performances Only a single apply can be made by each

6) http://en.moet.gov.vn/?page=6.7&view401 searched on July 30th, 2013

IT College in Danang student If he fails, he should either try again next year or apply for a 3-year college.

ⅱ) HRD circumstances of ICT fields

○ Vietnamese Ministry of Education and Training established an ICT development plan in 2000 to nurture 50,000 ICT professionals In 2005, another plan was made to educate 250,000 ICT experts.

In 2009, a proposal urged that ICT teaching staff be highly qualified to train skilled information and communications technology workers Specifically, it recommended that university ICT instructors make up more than 90% of the total ICT faculty, while college ICT instructors should exceed 70% Additionally, more than 30% of ICT lecturers should hold a doctoral degree or an equivalent qualification.

○ The Ministry put a special emphasis on training ICT professionals, as also shown in the aim that more than 70% of the total professional workers are inquired to get ICT education.

5) Analysis on the project region

ⅰ) Local industries and human resources in Danang

○ Danang is situated in central Vietnam, the third largest city in the nation following Hanoi and Ho Chi Minh The total area is estimated to reach 1,283

  , total population 960,000, and GDP per capita US$ 2,294 Note that Danang is the city where GDP increases at the highest rate in Vietnam.

Source: IPC DANANG (2013) INVEST IN DANANG.

○ Judging from the sectoral GDP, service industry comprises the biggest portion of the city economy, followed by industries and construction.

[Figure 4] The economic structure of Danang(2000~2012)

○ In 2012, the total export reached US$16.63 million, doubling the total import of US$8.79 million.

[Figure 5] Import-export turnover of Danang(2005~2012)

○ Approximately 60% of the total population is under the age of 30, and 39% under 18 Working population is estimated at 480,880, and the unemployment rate is low at 3.2%, exhibiting high employment rate.

○ The educational backgrounds of the professional graduates in Danang in 2011 are presented in [Figure 6] The biggest group is university graduates, followed by college graduates.

[Figure 6] Number of graduates in Danang(2011)

○ In 2011, the total working population can be subclassified into 18% with higher education, 9% with college education, and 5% of professional secondary education background, showing more workers with advanced training in technology.

[Figure 7] Qualification of workforce in Danang(2011)

ⅱ) The current ICT status in Danang

According to the Vietnam ICT Index (2009-2011), Danang was ranked as the top ICT environment among 63 localities studied, showing industrial potential in four key areas: leadership (IT industry development strategies and other business strategies), HRD (IT-related colleges and training centers), infrastructure (a complete network, IT zones, and Software Park), and application (digital government and Smart City).

Regional Ranking of ICT Application

No Provinces/Cities Rank in 2012 Rank in 2011

In Da Nang, about 700 IT companies are operating, generating sales of US$140 million, a year-on-year increase of 77.9%, while software exports reached US$13.50 million, up 30% year-on-year.

Software Park 1 began accepting tenants in 2009 as the first industrial complex in central Vietnam Today, 43 IT companies operate within a 26,000-square-meter campus, providing jobs for about 1,500 workers The park encompasses diverse fields, including hardware, software, and digital content.

2 Analysis on the target institution

○ Korea-Vietnam Friendship Information Technology College (VKEITC) is the only

IT specialized college in Vietnam As a MIC-affiliated college, it opened in 2007 and has educated 4,161 students until 2013 present Among them, 2,090 were graduated.

[Figure 8] The aeroview of VKFITC

The college currently operates three departments—Computer Science, Computer Aided Engineering, and E-Business Administration—and oversees several administrative bureaus, including the Bureau of Education and Training, the Bureau of Planning-Financing, the Bureau of Students' Affairs, and the Bureau of International Cooperation & Research Development.

[Figure 9] The organization of VKFITC

Source: http://www.viethanit.edu.vn

3 Analysis on the persons concerned

Key project stakeholders include the implementation agencies from both nations and local beneficiaries On the Korean side, participants include KOICA, the Ministry of Foreign Affairs, and PMC (Samsung Networks, now Samsung SDS) Table 13 presents the Vietnamese counterparts involved in the project.

Classification Relations with the target institution

Ministry of Information and Communication

The implementation organization of the recipient country

Department of Education and Training in Danang

A government education agency in the recipient country identifies its direct beneficiaries as the faculty working at the target college and the students educated there who are awarded their degrees Indirect beneficiaries include local residents and the broader community, energized by the college’s foundation that revitalizes the local economy and supports local enterprises by providing qualified IT workers Potential beneficiaries encompass high school students who may pursue higher education, as well as parents seeking expanded opportunities for their children.

Comprehensive evaluation results ããããããããããããããããããããããããããããããããããããããããããããããããããã 41

Cross-cutting and other issues ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 77

Evaluating a project's relevance involves assessing whether it was properly grounded in the recipient country’s political stance during the planning phase, whether the inputs were selected based on the recipient country’s developmental needs, and whether the overall strategy effectively aligns with and addresses those needs.

Evaluation matrix for assessing relevance

Were the project objectives consistent with Vietnamese Human Resource Development Plan(2004)?

Are the project objectives consistent with the current Vietnamese Human Resource

IT HRD Plan, Evaluation from the persons concerned

Were the beneficiaries(i.e., 3-year college) well-chosen?

Were the needs from the local community well taken into consideration?

Detailed lists of inputs, Report on the project validity

Was the project consistent with the cooperation strategies of the donor country? Vietnamese CPS in Korea

1) Development of the recipient country

Were the project objectives consistent with Vietnamese Human Resource Development Plan (2004)?

In 2000, the Vietnamese government launched Plan Số 58-CT/TW, also known as the Information and Communication Technology Promotion Doctrine, with the goal of cultivating 50,000 ICT professionals by 2005 This workforce would comprise university graduates, college graduates, technicians, and other ICT talents, aimed at boosting Vietnam's information and communications technology capacity.

○ When asked to assess the relevance of the project in relation with Vietnamese Development Plan (2004), the teaching staff responded affirmatively as shown in [Figure 10].

[Figure] 10] Response from instructors on project relevance with 2004

Strongly disagree Disagree Moderate Agree Strongly agree

It turns out that the project goals were adequately set up at the planning phase through literature reviews, questionnaires, and interviews.

Are the project objectives consistent with the current Vietnamese Human Resource Development Plan?

In 2000, the Vietnamese government launched the Số 58-CT/TW Information and Communication Technology Promotion Doctrine The plan aimed to cultivate 50,000 ICT professionals by 2005, drawing from university graduates, college graduates, technicians, and other qualified personnel.

Beneficiaries indicated a high level of alignment between the project and the current Development Plan, signaling strong relevance to the plan The evaluation confirms the project’s relevance, as shown in Figure 11.

[Figure 11] Response from instructors on project relevance with current Development Plan

Strongly disagree Disagree Moderate Agree Strongly agree

Were the beneficiaries (i.e., 3-year college) well-chosen?

At the outset of the project, many three-year colleges in Vietnam struggled to recruit talented students due to the strong preference for university education among students and their parents Even when they managed to enroll some students, poor educational conditions hindered teaching and learning, and the problems were especially severe in ICT departments.

Danang city recognized the need to establish a three-year college to ensure an adequate supply of human resources for the region and to boost ICT development Consequently, the government sought assistance from Korea to build the three-year ICT college.

During the planning stage, there were conflicting claims, with some arguing for building a 4-year university to meet students' needs, while others pressed for a different approach Ultimately, the decision was to establish a 3-year college, because Danang's educational capacity was limited by slower development compared with Hanoi and Ho Chi Minh City.

Vietnam's two-year and three-year colleges can be promoted to four-year universities after consolidating robust administrative foundations, paving the way for future program expansion and accreditation upgrades From the outset, MIC and other partners in the recipient country pursued the project with the clear aim of upgrading the college into a four-year university in the future.

The outcome, comprising a 3-year college and a 4-year university, and the project goal to provide technicians and engineers, were both appropriate given the recipient country's current circumstances Yet, ongoing assessment and adjustments are needed to ensure effective implementation and sustainable impact.

Comprehensive evaluation results reveal a key shortcoming: the decision to establish a three-year college was not based on the beneficiaries' needs but on administrative concerns regarding approval This misalignment between planning and stakeholder demand underscores the need to base future educational investments on actual needs and transparent approval processes.

Were the needs from the local community well taken into consideration?

According to the project validity report, there has been no analysis of how many students aspire to become ICT professionals Consequently, asserting the project's validity based on analyses of national development plans and industrial structures reveals a key limitation: the goals were confined to labor provision rather than expanding educational opportunities in ICT.

Insufficient needs analysis of local residents led to the outcome that several departments were not established Given these circumstances, the needs analysis can be evaluated as having a low degree of relevance for guiding project decisions.

3) Cooperative strategies of the donor country

Was the project consistent with the cooperative strategies of the donor country?

As of 2004, Korea had not yet formalized its cooperative strategies in education and information and communication technology (ICT) Nevertheless, education and ICT remained priority sectors in which Korea actively promoted international cooperation and support, drawing on the knowledge and experience it had accumulated.

7) The Department of CAD/CAM failed to open a course due to the shortage of the students.

8) Since 2009, midpoint strategies for each sector have been clarified and projects are proceeded based on them.

To date, the largest project by scale is valued at US$10 million The project’s scope is restricted to education and ICT, and the selection is deemed appropriate.

Project effectiveness gauges how well a project achieves its goals This assessment relies on objective evaluation criteria established in the planning phase and involves comparing the initial goals with the project outcomes to determine the degree of accomplishment.

[Figure 12] Chains of project outcomes

○ The proposed outcomes of the project is summarized in [Figure 12] To check the step by step achievements, questions suggested in were asked.

Were the educational facilities well-constructed as intended?

Was the educational system effectively designed?

Was the information system effectively designed?

Blueprint of the college, Curriculum(2007~

Is the annual number of newly enrolled students above a set level?

Are the teaching staff and the students satisfied with the education?

Do students there show progress in their ICT ability as they proceed?

Does the college succeed in securing an adequate number of the teaching staff?

Satisfaction level of the beneficiaries, Student enrollment rate, Current status of the staff

Does the college turn out graduates above a set rate annually?

Did the graduates find jobs successfully?

Are the graduates able to find jobs as they hope?

Statistics on graduates, Employment status, Satisfaction level of graduates

Evaluation matrix for assessing effectiveness

1) Short-term outcomes: to build the educational facilities and competence

Were the educational facilities well-constructed as intended?

Conclusion and future suggestions ããããããããããããããããããããããããããããããããããããããããããããããã 79

Suggestions to Korean-Vietnam IT College on the issue of upgrading

on the issue of upgrading to a 4-year college

1 Summary of the evaluation and suggestions

Although the project area was well chosen to align with the recipient country’s ICT Development Plan and IT Human Resource Development Plan, and to leverage the donor country’s strengths in ICT HRD, a broader analysis of beneficiaries’ needs—particularly regarding expanding educational opportunities—was lacking The failure to consider the needs of students and enterprises led to inadequate planning, especially in curriculum development.

In the short term, the project demonstrated strong effectiveness by delivering the construction, equipment, and management of the information system However, some drawbacks were noted: the developed textbook was underutilized because the language was not familiar to students, and the content targeted university-level information beyond the learners’ needs.

Effectiveness in the medium- to long-term: VKFITC graduates have mostly secured positions either in workplaces or at universities, reflecting the achievement of the program’s proposed medium-term outcomes However, some graduates report lower satisfaction with the college, particularly those who enrolled after failing to gain admission to a university.

A number of students transferred to a university, which disrupted the program’s focus on practical, hands-on IT technician training Consequently, the long-term outcomes of the training were scarcely achieved.

While some efficiency was achieved, it resulted from a limited analysis of local context, the needs of local businesses, and the prevailing technology level The college information system needed customization and should have been revised by a Vietnamese company to ensure alignment with local requirements In textbook development, Korean professors largely led the process due to the lack of teaching and textbook-development experience among Vietnamese instructors However, the textbooks were geared more toward university-level students, emphasizing deep theory rather than practical skills needed by college students A thorough, country-specific analysis of the differences between college and university education in the recipient country was essential to guide future initiatives.

Providing computer labs and internet access to students, the college significantly amplified the project's positive impact and helped attract enterprises to the nearby IT complex The initiative revitalized the local market, boosting regional economic activity A minor downside emerged, however, in the form of overproduction of ICT professionals in the target area, which tempered overall benefits.

PMC, the implementation agency, supplied equipment made in Korea following KOICA's recommendation This raised sustainability concerns because the college faces challenges purchasing Korean consumables, and there is also a critique that the college received textbooks rather than guidance on developing its own learning materials Despite these issues, the project is regarded as highly sustainable due to a stable MIS grant, on-site maintenance technicians, the college's own capabilities, and the favorable external conditions of successful operation in nearby IT complexes KOICA plans to sustain support and upgrade the initiative to a four-year university, with medium- and long-term consulting teams dispatched to provide ongoing assistance.

2 Suggestions for follow-up management

Departments within the college should be adaptable to evolving social needs, ensuring the institution can respond to changes in the community The college must carefully heed community needs and build the capacity to flexibly respond to significant changes These capabilities can be enhanced through interactions with other Vietnamese colleges, local communities, and enterprises, as well as by motivating faculty members.

Practical action plans to improve students' soft skills should be developed in response to feedback from students, instructors, and company managers, among others By listening to these stakeholders, programs can tailor initiatives to real needs and target essential competencies such as communication, collaboration, and adaptability A practical example is dispatching experts who can teach these soft skills directly to students, providing specialized training and ongoing mentorship.

Interviews with instructors indicate that purchasing the textbooks they plan to use provides more effective support than involving Korean experts in developing textbooks They also point out that limited library references make it difficult to construct their own teaching materials Therefore, expanding library holdings by procuring more books is recommended to ensure resources are available not only for instructors but also for students.

○ Above all, the needs and the level of the beneficiaries should be clarified first

If there is the clash of opinions among the different groups concerned, the needs of the government and the local communities require more detailed specification.

Special attention must be given to the needs of high school students, and a comprehensive survey should reach not only those in the target community but also students in other regions, with the results used to craft differentiated strategies Offering ICT courses merely to satisfy high demand risks treating students as mere resources for the labor market rather than developing their broader skills and futures An inclusive, region-aware approach to educational planning is essential to ensure that ICT education aligns with students' interests, local opportunities, and long-term learning outcomes.

Choosing Danang for the project supports balanced regional development by investing in a less developed area of Vietnam, distinct from Hanoi and Ho Chi Minh City Establishing a three-year college, as recommended by the recipient country, aligns with local needs and the availability of qualified staff, while also preserving the potential to upgrade to a four-year university in the future, adding strategic flexibility However, the planning phase should have included more objective analyses of each scheme, with clear estimates of duration, budget, and expected outcomes to ensure long-term project efficiency.

○ A similar project, opening a 3-year college with the plan to upgrade it later, also needs to plan for attracting doctorate instructors For example, there has been attempts to ask incentives from the recipient country at the time of contracting RD.

○ The accomplishment and the effectiveness of the project was inhibited by the insufficient analysis on the needs of Vietnam and Danang government and the local level of technology Therefore, a similar project in the future needs to

Conclusion and future suggestions 85 be flexible enough to accommodate the local needs and level of technology by reviews by PMC and reestablishing action plans.

To ensure the project aligns with higher education’s core features, planners must consider its main objectives, particularly improving students’ employability Because helping students find jobs is a key aim, this issue deserves focused attention Therefore, discussions should center on offering language courses and other soft-skills programs, complemented by robust industry–education collaborations that connect learning with real-world job opportunities and workforce readiness.

Tiêu đề	Ex-post Evaluation Report on the Project for Establishment of Korea-Vietnam Friendship IT College in Danang
Trường học	Sangmyung University
Chuyên ngành	Evaluation
Thể loại	evaluation report
Năm xuất bản	2014
Thành phố	Seongnam

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Số trang	116
Dung lượng	2,48 MB