IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4 0

54 Figure2.10:Averagemonthlyincomeoflaborsbytechnical professionintherural –urbanarea,2010 –2018thousandVND...54 Figure 2.11: Number of rural labors receiving vocational training by type

Researchrationale

Inthecontextofinternationalintegrationnowadays,Vietnamagriculture,farmersandr uralareashavefacednotonlymanynewopportunitiesbutalsochallenges because of some objective factors, especially climate change, IndustryRevolution 4.0, competition in high quality human resources, agricultural trade, etc.Agriculturehas been pl ay in g anim po rt an t roleinVietnam e c o n o m y , h o w e v e r , inthe new situation, it is fundamental to develop a smart agriculture, knowledge-basedagriculture with high-tech application in order to effectively use resources, improveproductivityandqualitywithaddedvalueandsustainabledevelopment.

To develop Agriculture 4.0, it is necessary to have the convergence of manyfactors,inwhich,developinghigh-qualityhumanresourcesisaprerequisitecondition in all countries, including Vietnam In fact, Vietnamese agricultural laborforce is at an advanced age and there is a shortage of skilled labors, skilled technicalworkers.AccordingtotheWorldBank,thequalityofhumanresourcesinVietna miscurrentlyonly3.79/10points,ranking11 th among12Asianc o u n t r i e s participating in the ranking Thus,developing human resources forAgriculture4 0 is an urgent requirement for Vietnam Success or failure, whether Vietnam makesgood use of opportunities or overcomes the risks and challenges from the presentAgriculture 4.0 depends much on the issue Accordingly, rural human resources areone of the most key parts of the rural labor force, which determines rural socio- economicdevelopmentprocessesinthegeneralrelationshipofthec o u n t r y Vietnam has abundant human resources who are mainly in the rural area, therefore,the development of rural human resources is vital in the overall development of thecountry.

IntheSocio-EconomicDevelopmentStrategyofourcountryupto2020approved by the

11 th National Party Congress, one of the breakthrough solutions toachieve the goal of turning our country basically into an industrialized towardsmodernity by 2020isto develop and improve the quality ofhuman resources,including those receiving vocational training and job security policies for farmers.Vocationaltrainingforrurallaborsisoneofthecorestrategies,contributingt othe poverty reduction and social security in addition to improving the quality of rurallabors, meeting the requirements of industrialization and modernization, agriculturalandruralchemistryinthecontextoftheAgriculturalRevolution4.0.

In the period from 2010 to present, the government has devoted numerousresources to the implementation of the largest project ever in the field of vocationaltraining in terms of contents, scale and quality, which is Project1 9 5 6 / Q D - T T g dated November 27, 2019 of the Prime Minister on

“Vocational training for rurallabors to 2020” with the goal "On average, vocational training for about 01 millionrurallaborseveryyear,ofwhich100,000turnsofcommunecadresandcivilservantsar etrainedandfostered.Improvingthequalityandeffectivenessofvocationaltraining,aimingt ocreatejobs,increaseincomeforrurallabors,contributing to restructuring labor and economic structures, serving the cause ofindustrializationandmodernizationofagricultureandruralareas,etc”.S o m e models have been initially carried out effectively such as vocational training modelsfor workers in specialized areas and areas of industrial tree materials includingtobacco,tea,coffee,short- termvocationaltrainingmodelforfarmersinthecommunity(Long,2018).Someresultst hatcanberealizedfromtheeffectivenessofvocationaltrainingforrurallabors,forinst ance,vocationaltraininghaveaddressedtheneedsoflearnersassociatedwiththeemploymen t,raisingtheawarenessofrurallaborsontrainingoccupations,applyingscientificandtechnologic al advances into production, improving incomes and creating jobs for apart ofleisure workers, contributing to restructuring labor structure int h e r u r a l areas,implementinginto new ruralmodels, etc.

However, the vocational training programs for rural labors also appear toexist as the awareness of many people about vocational training policies is limited,people tend to choose more hands-on jobs It is the choice of a new career,eventhoughithasahigherincome,thecompanionshipofenterprisesinvocationaltraining is still not high Moreover, the Revolution of Agriculture 4.0 requires laborsin the rural areas to be highly skilled, quickly grasp the achievements of science,technologyandproduction,etc.

Therefore, the topic“ Improving vocational training for Vietnamese rurallabors to meet the requirements of Agriculture 4.0” is chosen to exploit what arethe pros and cons of vocational training for rural labors in Vietnam, as a drivingforcetofindthesolutionstoimproveitfortheneedoftheRevolutiono f Agricultur e 4.0inthecountry.

The master thesis is developed in order to find answers for the followingquestions:

Firstly,what is the current situation of vocational training for

Secondly,what are the requirements of Agriculture 4.0 on Vietnamese rurallaborsandifthevocationaltrainingforVietnameserurallaborsmeettherequirements?

Thirdly,what are the proposed solutions and recommendations toi m p r o v e thevocational trainingforrurallaborsatpresent?

Literaturereview

Agriculture, in general, is perceived as the backbone of a country‟s economywith the potential to create jobs and contribute to the social-economic development(Baznet,2015).

KlausSchwab,ChairmanoftheWorldEconomicForumaffirmedthatindustrial revolution4.0 based on the Internet connecting usage has a strong impactontheworldandeconomicsectorswiththeunprecedentedb r e a k t h r o u g h techn ology, including breakthrough in the agriculture sector (Khanh, 2019).TheAgricultural Revolution 4.0 is included with the sustainability and security solutionsof the value chain of agricultural production, where digital information is availableto all relevant stakeholders inside and outside such as the activities of suppliers andcustomerswhosedatearetransmitted,processed,analyzedandconductedautomatically through the network Agriculture 4.0 is also considered as a functionof smart agriculture, smart technology, smart design and smart business.Actually,thereisnocompletemodelofAgriculture4.0inVietnam(Kha,2017).

Humanresourcedevelopmentcontributestothesuccessofthecountry'sindustrialization and modernization, in which education and training play a decisiverole (Nguyen Thanh, 2001) Furthermore, human resources and human resourcedevelopment play an important role in the development of a person's qualification,which is related to the salary that he or she can receive in the market (Mulligan &Sala-i-Martin (1997) With the same opinion, Mankiw (2003) and Park (1977) alsostatedthatdifferencesinthequalityofhumanresourcesbetweendevelopingcountries anddevelopedcountries leadtodifferences in labor productivity andincome The higher the educational level is, the higher the level of the labor forcewillbeforthelaborstoearnahigherincome.Fortraditionala g r i c u l t u r a l producti on, there is no need to apply scientific and technological advances wherelabors in agriculture, labor productivity and economic value of products are low,leading to a low income of workers in the industry Therefore, when agriculturallaborsh a v e p r o f e s s i o n a l q u a l i f i c a t i o n s , t h e y c a n a p p l y t h e s t u d i e d t e c h n i q u e s i n their production with high labor productivity, economic value products, which aretheconditionstoincreasethe income.

Improving the quality of human resources in agriculture is a condition foragricultural labors to have opportunities in improving their incomes and ensure thebasic needs of lives such as eating, dressing, staying and travelling; eliminatingpoverty, temporary housing, lacking of clean water, improving the material andspiritual lives of laborers. When basic needs are met, the motivation for labors to bemet ishigher (MoorheadandGriffin,1998).

Through increased labor productivity in the agricultural sector, comprehensivegrowthoftheeconomyispromotedthatleadstoarelativedeclineoft h e agricul tural sector in both GDP and the labor force (Timmer, 2009) According toTimmer

(2012), “the underlying cause and result of the structural transformationprocess is the increase in agricultural labor productivity There are three ways toincrease labor productivity in agriculture, of which, the first two are often linkedtogether: Applying technology and science to produce more agricultural goods onthesamescale;allowinglaborsintheagricultural sector toswitchtoother occupationswithoutdroppingagriculturaloutput.Lewis(1954)hadthesameopinion that the process of surplus labor migration int h e r u r a l - a g r i c u l t u r a l a r e a s will accelerate the economic growth based on the development of industrial, serviceandintensiveagriculturalgrowth,whichmeansthegrowthonthebasiso f increasinga griculturallaborproductivity.

In the Vietnam Human resource development plan for the 2011-2020 periodapproved by the Prime Minister, the percentage of manpower trained in agriculture,forestry and fishery sector will increase from 15.5% in 2010 to about 50% by 2020.However, by the year, human resources in this sector will lack about 3.2 milliontrainedworkers.AccordingtotheWorldBank(WB),thequalityofh u m a n resourc es in Vietnam is currently only 3.79/10 points, ranking 11th among 12 Asiancountries participating in the ranking The competitiveness index of Vietnamesehuman resources reaches 3.39/10 points and the competitiveness of the economyranks73/133 inthe countriesthatwere ranked(Lan,2018).

It is necessary to be aware of the challenges of the quality of Vietnamese ruralhuman resources in the context of global competition The World Bank has pointedout that a country can only enter the Revolution 4.0 when it fully integrates 04factorsconsistingofhighqualityhumanresources,informationtechnologyinfrastructure , creative enterprises and appropriate institutions It shows that in boththe traditional and the digital economy, the quality of human resources remains thedecisivefactor fortheoveralldevelopment(Tien,2018).

InternationalexperiencesshowthattheeducationandtraininginAgricultural 4.0isarevolutiontobuildecosystemssuchastrainingresearch,businesses,cooperationtocre atearesearchsysteminassociationwithinnovationandcontinuousoperation,changingf ieldsandfarmersintoinstitutionsandresearchersin order to provide data for research facilities and enterprises to create agriculturalproducts 4.0 In Vietnam, the construction of an agricultural education system

4.0maynotbeimmediatelyimplemented,however,itisfundamentaltoraisetheawareness towards an innovative and continually innovative agricultural educationandtraining(Lan,2018).

Particularly, training high-quality agricultural human resources must be linkedwithrenovatingtrainingprogramstowardssocialdemand,renewingtrainingcontents andmethods,conductingtrainingandincreaselinkages.Thetrainingcontents and programs must be connected with the process of agricultural and ruralindustrialization and modernization, market mechanism, the rapid application ofadvanced science and technology achievements in the world to develop a smartagricultureforthesustainabledevelopment.Besides,governmentperformsasignifica ntroleinsupportingnewmarketaccess,producttrading,f i n a n c e , flexibilityinpoliciesan dinfrastructures(Matthew,2018).

Vocational training for rural laborsin the international integration andAgriculture4.0

For many years, activities to ensure the quality of higher education, collegesand vocational school system have been popularized and implemented continuouslyin the world However, the theoretical researches on vocational training quality stillexist manydifferentpointsofview.

There is a fact that training in rural areas remains unequal in terms of quality,accessibility and investment due to insufficient fund mobilization and equipment,lackingofcollaborationofrelevantministries,agenciesandpartners.Trainingpro grams for rural areas are often supply driven with lacking of key topics such asproduction planning and modern agricultural production, value addition, businessmanagementandmarketing,etc.Asaresult,theruralareasarelosingtheirattractiven ess and young people see the rural life as hard labors on farms (OECD,2017).

Thevocationaltrainingforrurallaborsinourcountry hasnotbeenpaidadequate attention recently; many ministries and agencies, localities and society arenot fully aware of vocational training, including vocational training for rural labors,considering it as a temporary task, not an ordinary and continuous work The peoplegenerally and farmers themselves particularly are not fully aware of the importanceofv o c a t i o n a l t r a i n i n g ; s u r v e y s a n d f o r e c a s t s o f v o c a t i o n a l t r a i n i n g d e m a n d s s t i l l facemanydifficulties(Dai,2012).

Therefore, the demand for vocational training needs coming from the reality ofthe people, the socio-economic development situation of the country, each localityandenterprises.

Furthermore, the system of vocational training in particular has not met therequirements with some limitation on the quality of vocational trainers' training,professional competence, weak practical teaching skills, limited pedagogical andeducational skills.Inaddition, thetrainingprogramisbackward(Thang,2017).

In 2011, the Institute of Vocational Training and Science Research published amodelof"Vocationaltrainingandjobcreationforlaborersintheland-useconversion area". This is a book compiled based on research documents, practicaldocumentsthroughtopics,schemesoftheinstituteandauthors,domestica n d forei gnagencies.

The contents of the work deal with the major issues of urbanization and itsimplications for rural Vietnam; labors‟ vocational training needs and job creationmodels for various rural labor groups However, in the work of introducing a newmodel at the general level, there have not been thorough reviews, so there have beennoassertionsabout theeffectivenessandthelevelofapplication(Vuong,2011).

From above papers, the research is needed to review the vocational training forrural labors to meet the requirements of Agriculture 4.0 and propose some solutions,especially roles of relevant stakeholders for the development of the issue as thepreviouspaperslackin-depthcontents.

Researchobjects, objectives andscopes

Objects

The research aims toa s s e s s t h e c u r r e n t s i t u a t i o n o f v o c a t i o n a l t r a i n i n g f o r rural labors in Vietnam, their achievements and limitations through providing anoverview of vocational training for rural labors and requirements of Agriculture 4.0on the issue, how the requirements are met, then find comprehensive solutions andrecommendationsf o r t h e i m p r o v e m e n t o f v o c a t i o n a l t r a i n i n g f o r r u r a l l a b o r s t o meet the requirements of Agriculture 4.0 Revolution, which contributes to raisingthequalityof humanresourcesinthecontextof internationalintegrationatpresent.

Objectives

Firstly,to provide an overview of vocational training for rural labors andrequirementsofAgriculture4.0ontheissue.

Secondly,to assess the situation of Vietnamese rural labors, the vocationaltrainingforthesubjectsandhow itmeets the requirementsofAgriculture4.0.

Thirdly,to propose solutions to improve vocational training for

Scopes

Most of the information and secondary data is available in the period of2010-

2018 Moreover, vocational training for Vietnamese rural labors are analysedmainlythroughagriculturalactivities.Actually,therearetwomaintypesofvocation alt r a i n i n g f o r r u r a l l a b o r s i n t e r m s o f o c c u p a t i o n s i n c l u d i n g a g r i c u l t u r a l and non- agriculturaltraining.However,duetothelimitationframeworkofthestudy,agricultureprofessionv ocationaltrainingwill get higherconcentration.

Researchmethodology

Methods of analysis, synthesis and comparison of the statistical datacollected from secondary data are made in order to learn better about the situation,advantages,disadvantagesandsolutiononvocationaltrainingforrurallaborsaswellas Agriculture 4.0 Some available sources will be used to get information such asMinistryofAgricultureandRuralDevelopment,MinistryofLabor,WarInvalidsandSocialAffair s,WorldBank,GeneralStatisticsOffice,VCCI,VietnamPartnershipforthe Development of Human Resources in Rural Area, etc Promotion and otherrelated sources in the contents of the article to collect available data from website,annual reports, newspapers, magazines and understand the results of research topics,surveysofresearchinstitutions,agencies,governmentalorganizationornon- governmentalorganizationsandsocialscience,etc.

Researchstructure

Inadditiontotheintroduction,conclusion,references,theresearchinclu desthreechaptersasfollows:

CHAPTER I: THEORETICAL AND PRACTICAL FRAMEWORKOFVOCATIONAL TRAINING FOR RURAL LABORS IN

Definitionofvocationaltrainingandvocationaltrainingforrurallabors10 1 Definitionofvocationaltraining

International and domestic papers show that there are many different kinds ofinterpretation in the definition of“vocational”.It can be understood through somecomprehensionasfollows:

According to Cambridge dictionary,“vocational”means providing skills andeducation that prepare you for a job.“Vocational”is defined as a form of activity inthesocialdivisionoflaborsystem,thewholeknowledgeandskillsthata n employeeneedsto perform certainsocialactivities inacertainfieldoflabor”(ChanhandCau,2008).

In other concept, it is defined that“vocational”is a form of labor division,expressedbythecombinationoftheoreticalknowledgeandpracticalbasistocomple te certain tasks The works arranged in a vocation are those that require thesame general theoretical knowledge, performed on the same machines, equipment,andtools, creatingproductsofthesametype”(Uc,2003).

Dai (2012) summarized the viewpoints of Russian scientists on describing theconcept of“vocational”as a labor‟s activity that requires certain training and oftenbeingthesourceofsurvivalwhiletheFrenchscientistsconsidered“vocational” asa kind of labor with habit of skills of a person to find the means of life.

Therefore,“vocational”i sr e g a r d e d a s a n a c t i v i t y , a s p e c i f i c f o r m o f h u m a n a c t i v i t i e s I t i s also a result of the division of social labor, there is social development, the vocationwillchangeaccordingly.

The concept of “training”is often associated with education They share thesamepointthattheyfocusonequippingknowledgeandskillstodevelopthecapacity of workers However, education is the activity and impact on capacitypractice and development (knowledge, skills, etc) and qualities (beliefs, characters,morality, etc) of humans to be able to develop their fullest personality and becomepositive to the society In other words, education is a process of exploiting thepotentialso f e a c h p e r s o n , c o n t r i b u t i n g t o i m p r o v i n g t h e i n d i v i d u a l c o m p e t e n c i e s and qualities of both teachers and students towards a more complete approach thatmeets the existing and development requirements of the human society In otheraspect,“training”isaimedatspecificcompetenciesforworkerstoundertakespecific jobs It is referred to the later stage when a person has reached a certain agewith a certain level of qualification “Training”is a process of equipping workerswith certain knowledge and skills so that they can undertake ac e r t a i n j o b ” ( C h a n h &Cau,2008).

Moreover,trainingreferstotheteachingofpracticalskills,careerorknowledge related to a specific field, therefore, trainees can acquire and master theknowledge, skills and vocation in a systematic way in order to adapt to their livesand take on a given job. There are many types of training consisting of basic andintensivetraining,professionalandvocationaltraining,self- training,retraining,distancetraining, etc.

Particularly, based on Karl Marx theory, “vocational training”includes thefollowingcomponents:intellectualtraining,physicaltrainingsuchass o m e activities in sport schools or military training schools and technical training in orderto help trainees to master the basic principles of all production processes and theusageofthesimplestproductiontools.

In the definition of International Labour Organization (ILO), it is stated thatvocational training is to provide learners with necessary skills to perform all thetasks related to the assigned professional jobs Activities are aimed at providing theskills, knowledge and attitudes required for employment in a particular occupation,orgroupofrelatedoccupations,inanyfieldofeconomicactivity.

Meanwhile, Workplace Testing explains that “vocational training”providesindividualswithtargetedinstructionintendedtoprovidethemwithnecess aryknowledge and skills to pursue a selected career Individuals may receive vocationaltraining either as students seeking employment or employees on the job A personentering a vocational education program is seeking to learn about a specific trade orcraft.Vocationaltrainingisavailableforavariousnumberofjobsincludingwelding,cooki ng,medicaltranscriptionandautorepairing.Somev o c a t i o n a l trainingp r o g r a m s p r o v i d e s t u d e n t s w i t h c e r t i f i c a t i o n s o r l i c e n s e s d e m o n s t r a t i n g th eircompetencefollowingcompletionof thetrainingprogram”.

“Vocational training”is theprocess ofequippingemployeeswith certainprofessionalknowledgesothattheycanundertakecertainjobs”(Chanh&Cau,2008).

The Law on Vocational Training issued on November 29, 2006 introduces thefollowing concept: “Vocational training is a teaching and learning activity aimed atequipping necessary vocational knowledge, skills and attitudes for trainees to find ajob by themselves or create a job after completing the training course” In otherwords,vocationaltrainingisastructured,purposefulprocessfortraineestoformulate and develop systematical knowledge, skills and professional attitudes tomeet the demand of society, including nation‟s demands, enterproses‟ demands andlearners‟demands.

TheLawonVocationalEducationandTrainingpassedbytheNationalAssembly Term XIII on November 27, 2014 stipulates that there are three levels oftrainingincludingelementarylevel,intermediatelevelanddiploma.

According,theobjectiveofvocationaltrainingistotraindirectt e c h n i c a l labors in production and services with professional practice that are competent withthe level of training, having ethics, professional conscience, sense of discipline andbehavior, good health to create conditions for vocational trainees after graduation tobe able to find jobs, createjobs for themselves or study ata higherlevel,m e e t i n g therequirementsofthecountryin thenewcontextofinternationalintegration.

Based on the concept of the United Nations (UN), "labor force”is the totalpotentials and forces that show the strengths and impacts of human on natural andsocialimprovement".

Another way of definition by ILO is that "the labor force”is a part of thepopulation of prescribed age, actually, they engage in working and the people whoarenot employed areactivelyseekingjobs".

UNESCO–UNEVOC(International Centrefor Technical andVocationalEducation and Training) defines that labor force includes all persons of working agewho furnish the supply of labor force for the production of goods and services asidentified by the United Nations System of National Accounts (SNA) productionboundary during a specified time reference period It refers to the sum of all personsintheworkingagewho areemployedandthosewhoareunemployed.

Infact,thespecificprovisionsontheworkingagearedifferentamongcountries, over periods in the same country, depending on the level of its economydevelopment The majority of countries stipulating the lower bound (minimum age)of the working age is 15 years old while the upper bound (maximum age) variesfrom60yearsto65years.

In Vietnam, the labor force is determined as a part of the population aged from15 who has a job and they are unemployed people The labor force in the concept issynonymouswiththeeconomicallyactivepopulationandreflectsthepracticalcapacity of labor supply of society According to the Labor Law, the working age is15 to 60 for men and 15 to 55 for women If the employee works as a manager andin some other special cases, this person may retire at a higher age but must notexceed05years.

Ina d d i t i o n t o t h e p r e s c r i b e d a g e , t h e r u r a l l a b o r f o r c e a l s o i n c l u d e s p e o p l e who are out of the working age, which means those who are over or beyond theworking age as prescribed by the state, but actually participate in the labor force.According to current regulation, people out ofthe working age include those whoareagedatleast61(formales),56(forfemales)andmalesandfemalesaged13to14.Workersbeyondtheprescribedageparticipateinvoluntarylabor,notincluded intheplanonlaborallocationofthestateandnotmobilizedonjobsw i t h obligationsofthestat e.

Asperaforementioned,ageandlocationarethetwokeydefiningcharacteristics of rural labors Depending on different countries, organizations andtheories, the age of labors would be distinguished in various circumstances Withrespect to the location, the concept of “rural area”is also heterogeneous and notmuch easy to define However, the concept of EU 30 years ago remains valid as itconsiders rural spaces to extend over regions and areas with various activities andlandscapesthatincludesnaturalcountryside,farmland,villages,smalltowns,regional centers and industrialized rural areas and incorporates a wide range ofactivities such as farming, commerce, services and small and medium industries(CommissionoftheEuropean,1988).

Thus, it can be understood that the rural labor is the total labor force both inquality and quantity in the rural areas who are capable of taking part in labor and isconsideredat certaintimes.

Rolesandimportanceofvocational trainingforrurallabors

ThebenefitsofVocationalEducationandTraining(VET),accordingtoresearchfindingson“ Thebenefitsofvocationaleducationandtraining”byEuropean Centre for the Development of Vocational Training (Cedefop) in 2011,can be classified using a classical typology on a basis of result natures, includingeconomic benefits and social benefits, which can be analyzed on three levels ofmicro (for individuals), meso (for enterprises, groups) and macro level (for societyas a whole) VET benefits could be found in figure 1 below based on the dimension(economicandsocial).

Accordingly, in terms of the economic dimension, VET for macro level canbring profitability and economic growth, reduction of unemployment and inequalityresultingfrommorepeople attainingaVET qualificationonthelabormarket,enhance individual abilities and capacity to contribute to profit after VET at mesolevel, reduction of skill mismatch, integration into the labor market with satisfactorywage, further career development opportunities and professional status atm i c r o level while being able to support the health of a nation, reduce delinquent andcriminal acts in a society, inclusion of disadvantaged or marginalized groups andimprovingqualityoflifeforindividualsandeffectsonpersonaldevelopment,attitudesandm otivationin termsofthesocialdimension.

In Vietnam, the country is in the process of transforming the economic growthmodelalongthedirectionofeffectivelycombiningthewidthanddepthdevelopment, whichrequiresareasonablelaborstructureandconstantlyimprovementofhumanresourceq uality.Therefore,itisnecessarytoenhancetraining, in which, vocational training for rural labors is vital in order to shift a partof the labor force from rural to industrial and service areas for the development ofnewrural constructionprocess(Tien,2018).

For the rural areas in particular, some viewpoints are shown that developinglaborresources,trainingtoimprovethequality ofrurallaborforceareurgentimportance because of the requirements of rural socio-economic development andfluctuations in the rural labor resources (Dai, 2012) In the economic aspect, Quan(2020) affirmed that vocational training played a fundamental role in providingmanpowerforthegrowthandincreasinglaborproductivity,whichfacilitatesVietn amtoescapefromthe"middleincometrap".

Thus, it can be seen that vocational training for rural labors would bring thefollowingroles:

Firstly,for the requirements of rural socio-economic development, it will notonly compensates for the quality declining as high-quality workers move out of thecountryside but also due to the increasing requirements of the rural developmentitself In the socio-economic development strategy, it is targeted that Vietnam willbasicallybecome a n i n d u s t r i a l i z e d c o u n t r y int h e d i r e c t i o n o f m o d e r n i z a t i o n w i t h average development level by 2020 (Communist Party of Vietnam, 2010) It isnecessary to shift a large labor force in the agricultural sector to the industry- serviceone In order to ensure the efficiency in labor restructuring, it is needed to identifytheneedsforhumanresources,developtrainingplansforhumanresourcedevelopmenta ndenhanceorientation (Hung,2013).

Secondly,vocationaltrainingforrurallaborscontributestoincreasetheapplicationofscientif icandtechnologicaladvancesinagriculture.Fosteringknowledge for agricultural labors is an important issue that affects the application ofscientific and technological advances into production (Thang,

2017) Then, humanandmaterialresourcescouldbesignificantlyliberatedandtheefficiencyofproduction and business in agriculture could be enhanced also The improvement ofvocational training for rural labors should be constantly concentrated so that thelearners could master technology and bravely apply sciences into their productionandbusinessprocess.

Last but not least, vocational training for rural labors helps to avoid “middleincome trap” Kenichi Ohno (2009) stated that the middle income trap happenedwhenacountrywasgettingstuckatanincomeleveldeterminedbyc e r t a i n resou rces and initial advantages and could not exceed that income level One of thesolutions for developing countries where rural labor accounts for a large proportionoflaborforceslikeVietnamistoequiphumanresourceswithhigherskills,knowle dge and organizational capacity (Kenichi Ohno & Thanh, 2015) Regardingthe ability to take advantages of the digital economy to turn Vietnam into a higher-income country, Eric Sidgwick (2019), ADB Country Director in Vietnam supposedthat it was too early to identify if Vietnam would suffer from the “middle incometrap” but policies should be issued in order to create higher income and increase thelaborproductivity.

Therefore, the training of knowledge, skills, attitude for labors in general andrural labors in particular is one of the urgent mission when the requirements of labormarketandrecruitersforthelaborsare increasinglyhigh.

Componentsofvocationaltrainingforrurallabors

Firstly,unliketheregulartraineeswhoareoftenhavethesameage,qualification,thesubjectso fvocationaltrainingforruralworkersareoftenatdifferent ages who have already had certain knowledge, experiences accumulated intheir lives or get basic training for a specific profession Normally, the rural laborshave been attached and get access to the profession since their childhood or theyinherit the experiences produced by the previous generations However, these aresometimesalsoobstaclesforoldertraineesintheprocessofacquiringnewknowledge as they are more likely to be dominated by the experiences they haveaccumulated before.

In fact, Vietnamese rural labors still have the ideology andpsychology ofsmall farmers with small and scatteredproduction, are afraid tochange,therefore,theyare oftenconservativeandinactive(Dang, 2017).

Secondly,the rural labors are often hard-working, industrious and eager tolearn Since there is always a certain gap actually between the urban and rural areas,thepeoplethereinstinctively haveadesiretostepforward.Manyruralpeo pledonot have accessing even to basic education, which hampers their accessing to thetechnicalandvocationaltraining(ILO,2014).

According to a survey on the needs of vocational training for rural labors byresearchers in the Vietnam Institute of Educational Sciences, rural labors taking partinvocationaltrainingcoursesarediversifiedingender,educationallevel,professional and life status, most of whom are female and only graduated fromelementary school, a few of whom are illiterate. Most rural labors participating invocational training courses are living as hired labors on less than average level,standing on the threshold of poverty having poor education and they can not affordtoaccesstotheformaleducationprograms(Minh,2018).

Identifyingt r a i n i n g n e e d s i s t o d e t e r m i n e w h e n , w h i c h p a r t s , w h i c h s k i l l s , what type of labor, how many people need to be trained (Quan & Diem, 2012).Meanwhile, according toDung (2013), one of the requirements to identify exacttrainingneedsistostudyonthestrengthsand weaknessesofthelabors.

Therefore, studying on the vocational training needs is to find out the demandsof labor market in terms of the number of labors, training professions, training andknowledge levels, skills and attitude of the labor force through vocational trainingbased on each level and the ability to meet the requirements above will reflect thequalitylevel ofvocationaltrainingforrurallabors. Particularly for vocational trainees, it is necessary to identify their real needsand ability to take part in the vocational training process Farmers are often indifficult living conditions so the budget or support programs are often used to payfor the costs of vocational training in the form of tuition fees Even to some learnerssuch as the poor, policy beneficiaries, funding should be used to support them aswell Socialization of vocational training, alleviating the burden of funding wouldexpect to improve vocational qualifications for the labors in the rural areas where alargenumberofpeopleneedingvocationaltrainingexists (Dai,2012).

Av o c a t i o n a l t r a i n i n g s y s t e m s h o u l d b e d e v e l o p e d t o m a t c h w i t h ther e a l situation of every country, region, locality, production and business establishments.It includes vocational colleges, vocational intermediate schools, vocational trainingcenters, etc They are also agricultural, forestry, fishery and industrial extensionorganizations,whosegeneraltaskistoencourageactivitieslinkedw i t h develop ment sectors,consisting oftransfertechnological advanceactivities andvocational training in association with the transfer process Also, some associationssucha s B e e k e e p e r s

A s s o c i a t i o n s , G a r d e n i n g A s s o c i a t i o n s , B o n s a i A s s o c i a t i o n s , Mechanical Associations, Automation Associations, etc whose activities involve inscientific and technological advances transfer, improvement of vocational skills fortheir members; social-political unions such as Farmers‟ Union, Women‟ Union,Veterans‟ Union; businesses; vocational training families who transmit occupationfromgenerationtogeneration… a r e includedinthesystemaswell.

Planning and designing a system of vocational training institutions for eacheducationallevel,eachformofvocationaltrainingandeachlocalityisa fundamental and premise content In the planning of vocational training institutionnetwork,restructuringvocationaltraininginstitutionkinds,determiningthe position, function and developing the relationship of different types in the system isextremelyuseful.

Besides, building a system of facilities for vocational training is one of thenecessary contents Besides classrooms, training machines and equipment, etc areneeded to meet the requirements of practical conditions for the learners Macromanagement levels are engaged in the development of training facilities, consistingof planning vocational training system in terms of facilities, funding for vocationaltrainingschools,vocationaltraininginstitutions,monitoringandsupervisionofca pital using process In Vietnam, theGeneral Department ofV o c a t i o n a l T r a i n i n g of MOLISA is an agency with its function of performing the state management ontrainingandteaching.

Moreover,traininginstitutionsneedtoactivelyfindsourcesofsocializedcapitalinordertoproac tivelyinvest init,manageandeffectivelyusetheirfacilities.

Developing high-quality vocational training personals including managerialofficials at vocational training institutions and vocational trainers also plays a majorpart in the vocational training for rural labors In addition to recruiting officialsmeeting the professional standards who both master the theories and being good atpractice,havingapassionateforthejob,etc,traininginstitutionsshouldhavepolicies to regularly encourage and motivate them to make their greatest efforts intheirdailyworks.

As one of the characteristics of the rural labor work is seasonal, there are notany fixed organizational forms of training courses for them, meanwhile, it has to beflexible and based on the actual conditions and needs of the learners, in line withtheir psychological habit to be able to bring the quality and efficiency of vocationaltraining courses Many learners dropout in the middle of the course as the time fortrainingaresometimesinappropriateanddoesnotcounttotheharvestingseason.

Developing qualified vocational training programs requires the state to buildstandardp r o g r a m s i n a c c o r d a n c e w i t h e v e r y v o c a t i o n a l t r a i n i n g l e v e l , i n w h i c h , vocational training institutions could add or select suitable parts that are suitable totheiractualconditionsandusingrequirementsoftheregions forthelabors.

However, vocational training programs for rural labors compared to generalvocationaltrainingprogramsshouldbemorespecificandeasiertounderstandbecause of the differences in the trained participants For rural labors in remoteareas, ethnic minorities, for instance, it will be better if they are applied with on-job-training method, where the theories are linked closely with the practice according todistinguished vocational skills The time for organizing such vocational trainingcourse is often short, at appropriate times and in their leisure time without farmingseasons.

Vocational training system has hundreds of different professions, however,they couldbedividedintotwomaintypesofagriculturalandnon-agriculturalprofessions.

Fort h e a g r i c u l t u r e j o b g r o u p , a l m o s t r u r a l l a b o r s p r e f e r t o l e a r n k n o w l e d g e and skills ofbreedinglivestock, poultry,cultivationtechniques forhighyieldo f rice,vegetable,plantprotection,etc.Withinthegroup,traineesoften practisealotof practical experiences, therefore, enhancing the quality of vocational training forrural labors would be easy to get access to For the non-agricultural job group,improvingthequalityofvocationaltrainingforrurallaborswillfacemanydifficulties because many jobs are still new to trainees and it is existed with the lackoffacilities,equipment,factoriesandmachines,etc.

Inordertocontributetoachievingthegoalofimprovingthequalityofvocational training for rural labors, certain adjustments are required to be suitablewiththetrainees;advantagesshouldbepromotedandlimitationsshouldbeovercome.

Factorsinfluencingvocationaltrainingforrurallabors

The vocational training policies for rural labors are defined as a collection ofdecisions of competent state agencies for the improvement of the quality of rurallaborst o m e e t t h e a g r i c u l t u r a l a n d r u r a l i n d u s t r i a l i z a t i o n a n d m o d e r n i z a t i o n

(Khuyen, 2019).Many component policiesare included such asthep o l i c i e s f o r rural labors to take part in vocational training, policies for vocational educationinstitutions,policiesforteachersandprofessionaleducation managers,etc.

Vocationalt r a i n i n g p o l i c i e s o c c u p y a c r u c i a l r o l e i n t h e p r o m o t i o n o f t h e issue The promulgation of these guidelines and policies is especially important forthe development of human capital, human resources in the economic growth, jobcreationandincomegenerationforlabors(Tung,2018).

In each period, the right and appropriate guidelines and policies of the Partyand State will promote the development of vocational training with high qualityhuman resources, thereby, contributing to the economic-society development. Theachievementsineconomic,political,culturalandsocialfieldsofthecountrycurrently have been the results of correctness in making policies related tothevocationaltrainingforlaborsofVietnamese PartyandState (AEE,2016).

From the perspective of state economic management, for vocational training inparticular and education in general, effective management policies will facilitate todevelop vocational education and training in accordance with development needs ofthe social economy with activities such as planning, establishing a legal corridor forthe process of collecting training fees, providing economic bases for vocationaltrainingdevelopment;renovatingvocationaltraining- orientedgoalsbasedo n marketdemandsandmarketaccessaccordingtofutures o c i o - e c o n o m i c developmentneeds(Hang &Thoa,2015).

To implement vocational training policies for rural labors in localities, it isneededtodevelopdocumentsandplansforpolicyimplementation,organizeapparatusandc oordinatefortheimplementation,disseminationofp o l i c i e s , mobilize and use resources, inspect, monitor and preliminary review and summarizetheimplementation.Whateverpoliciestheyare,somecharacteristicsandrequire mentsontheonesofvocationaltrainingforrurallaborsareasfollows:

Firstly,thepoliciesshouldfocusonencouragingemployers,privateandcollective sector entities, socio-political organizations, associations and unions toparticipateinthetrainingprocess,investinbuildingnewvocationaltrainingestablishment sforthesociety,implementeducationalsocialization.

Secondly,relevant policies are suitable to the planning and socio- economicdevelopment plan of each locality; associated with enterprises, trade villages andlocalnew ruralconstructionprogram.

Thirdly,policiesspecifically supportenterprises,associations,c o o p e r a t i v e s , etc to participate in agricultural vocational training and the rural employment afterapprenticeshipwithassociatedfundingand socialization,etc.

Vocational training is one of the breakthrough solutions in the socio- economicdevelopmentstrategy,aimingtotrainhumanresources,quicklydevelopdirecttechnical workforces to serve the industrialization and modernization of the country,contributing to ensuring social security and sustainable development. Vocationaltrainingforrurallaborsisofgreatsignificanceinlabormobility,economicrestructuri ng in the rural areas, implementing the Party and State's guidelines insustainable poverty reduction, gradually reducing the gap between the rich and thepoor, the urban and rural areas Therefore, the vocational training for rural laborspolicies have been considered a leading one in the socio-economic development ofourcountry.

According to President Ho Chi Minh‟s talks on “Communication Officials andcommunication methods” published in Truth Newspaper, No 79, from June 26 toJuly 9, 1947, information and communication is to bring something to the people sothat they can understand, remember, follow and do something Failure to achievetheseg o a l s i s p r o p a g a n d a o f f a i l u r e T h e s t a t e m e n t s h a v e b e e n s t i l l v a l i d t o d a y when the significance of information and communication on vocational training forrurallaborsishighlyaffirmedinthenewcontextasfollows:

The first,information and communication are to make policy beneficiaries andthe people aware of their roles in society for their social ownership promotion.Thanks to that, the people will bravely participate in social management, voluntarilycomply with policies,propose solutions onimplementing policy objectives andorganizational methods to the state agencies, effective implementation of the policy,particularlythepoliciesonvocationaltrainingforrurallabors.

The second,it is to foster the awareness of all levels, sectors, officials and therural labors on the roles of vocational training in the job creation, income generationand rural human resource quality improvement, contributing to the development ofthesocioeconomy.Whenrealizingthatvocationaltrainingistheirrightsandobligations,therura llaborswillactivelyparticipateinvocationaltraining.Propagatingandraisingawarenessofp olicybeneficiaries,communeofficials,people and the community about the role and importance of vocational training isessentiallythe solutionformedthroughcommunityrelationsandsocialvalue.

In order to improve the effectiveness of information and communication, inaddition to clearly defining the exact contents, tasks and methods, it is necessary toidentify and select appropriate forms such as direct communication and indirectthrough mass media including television, radio, newspapers, magazines, websites;seminars, training courses for rural workers and people to understand and apply intheirdailylivesandworks (Thu,2019).

Toimplementvocationaltrainingforrurallaborseffectively,oneoftheimportantandcorefac torsisthelinkagesof"4partners",namelym a n a g e r s , schools, farmers and entrepreneurs Specifically, the managers have the duty toensure full implementation of the policies of the Project supporting the rural laborsto participate in the vocational training The schools are vocational training centerswith their tasks of training occupations based on the needs and aspirations of therural labors Farmers are those in working age with their needs, aspirations forapprenticeship,vocationaltrainingtoserveagriculturalornon-agriculturalproduction, getting stable jobs after training, having incomes, getting out of povertyand becoming rich gradually Meanwhile, entrepreneurs provide inputs and outputsfor the rural laborsjoining vocational training, accompanyingw i t h a p p r e n t i c e s Until the end of the course, they can use or support the labors who have learned thevocationaltrainingwithsteadyemployment.

It is oriented in the Socio-economic Development Strategy for the period of2011-2020that“Implementingclose linkagesbetweenenterprises,employers, training facilities and the State to develop human resources according to societydemands”.

The Vocational Training Development Strategy for the period 2011-2020 alsostates:"Vocationaltrainingdevelopmentisthecareerandresponsibility oft h e wholesociety;animportantcontentofnationalhumanresourcedevelopmentstrategy and planning It requires the participation of the Government, ministries,branches, localities, vocational training establishments, labor-using establishmentsandlaborstoconductjobtrainingaccordingtolabormarketdemands”.

The linkages between the relevant stakeholders take place at all stages ofvocational training There is a need tocreate a close collaboration of authority(representativesofthestatemanagement),enterprises(representativesreceivingla borsthroughvocationaltraining)andlabors(representativesofprojectbeneficiaries) from the very beginning stage ofa d m i s s i o n t o t h e t r a i n i n g p r o c e s s andoutput.Inparticular,theadministrationplaysanintermediaryrolef o r empl oyers and employees, regularly carries out surveys on employers' needs andprovidesextensiveinformationtoalllevelsanddirectlytot h e e m p l o y e e s , especia llytheemployeeswhohavenotbeenemployedor justquittedtheirjobs.

The linkages in vocational training generally and for rural labors particularlyareindispensableforanytrainingmodelsfromtraditionaltomodernones Also,itis both a requirement and an indispensable need for more effective and sustainablevocationaltrainingactivities.

Focusly investing with prioritizing for high quality schools, ensuring the fundsfor training of high tech occupations to meet the requirements of industrializationandmodernizationandrestructuringofruraleconomyandhumanresourcesprepar ationforAgriculture4.0iscore activities.

Agriculture 4.0 requires the inevitable needs to improve the quality of humanresources,combinedwiththeinvestmentinmodern,advancedequipmentandtechnol ogies to create higher labor productivity, quality and effectiveness (ILSSA,2017).

Viet Nam will need to focus on making its labor force more competitive, withparticularemphasisonthe investmentinskilledlabor(WorldBank,2008a).

In addition to investing in developing human resources, investing in facilities,teaching equipment, applying scientific and technical advances, etc is extremelyimportant.Lowinvestmentinworkertrainingiscorrelatedwithlowfirmproductiv ity(ADB,2014).

Since the investment in vocational training is the investment for sustainabledevelopment, an obligation of the current to future generations, the resources fordevelopment of vocational training for rural labors have been ensured with thefollowing components: the investment share for vocationaltraining in the statebudgetforeducationandtraining;thestatebudgetonkeyvocationaltraininginstitutions and key occupations, economically disadvantaged areas and people;teacher training and upgrading and curricula development; international resources tovocationaltraining,throughprojectsand programs;resourcesfromenterprises,organizationsandindividualsbothdomesticallyando verseas.

Agriculture4 0 a n d i t s r e q u i r e m e n t s o n vocationalt r a i n i n g f o r r

Agriculture 4.0 is a term for the next big trends facing the industry, including agreater focus on precision agriculture, the Internet of things (IoT) and the use of bigdata to drive greater business efficiencies in the face of rising population and climatechange The four main development placing pressures on agriculture in the nearfuture are Demographics, Scarcity of natural resources, Climate change, and Foodwaste(Proagrica,2018).

Based on the concept of European Agricultural Machinery (2017), agriculturewasformedin fivestagesinthedevelopment processasfollows:

The first is Agriculture 1.0, appearing in the early 20 th century, was a labor- intensivesystemofagriculturewith lowproductivity;

The second is Agriculture 2.0, widely rememberedastheGreenRevolution,whichbeganinthelate1950swhenagronomicmanage mentpracticeslikesupplementaln i t r o g e n a n d n e w t o o l s l i k e s y n t h e t i c p e s t i c i d e s, f e r t i l i z e r s a n d m o r e efficient specialized machines allowed to take advantages of relatively cheap inputs,therefore, dramatically increasing yield potential and growing returns to scale at alllevels;

The third is Agriculture 3.0 with its focus moving from pure efficiency in termsof cutting costs to profitability which can be seen as objective and creative ways toreducecostsandenhancethequalityordevelopdifferentiatedproducts;

The forth is the evolution of Agriculture 4.0, occurring in parallel with similarevolutions in the industrial world where it ism a r k e d a s I n d u s t r y

4 0 A c c o r d i n g l y , the term Agriculture 4.0 is often used in farming In terms of definitions,

Agriculture4.0,inanalogytoIndustry4.0,standsfortheintegratedinternalandexternalnetwo rking of farming operations This meansthatinformationi n d i g i t a l f o r m existsforallfarmsectorsandprocesses and the communication with externalpartners such as suppliers and final customers is likewise carried out electronically.Also,datatransmission,processingandanalysisareautomated. Agriculture4.0p a v e s t h e w a y f o r t h e n e x t e v o l u t i o n , c o n s i s t s o f t h e present operation without direct human and system-based devices that can support toautomaticallymakedecisions.

The fifth is Agriculture 5.0, which will be based on robotics and some forms ofartificialintelligence.

To sum up, the major components of Agriculture 4.0 generally include: IoTsensors - fromsoil fertilitytoconnectivity, critical parts of modern agriculture;LED„s - the rise in indoor farming driven by advances in LED technology, indoorfarmingi s p a r t i c u l a r l y d e m a n d i n g o f L E D p r e c i s i o n b e c a u s e o f t h e requirements on providing optimal growth and yields; Robotics as some robots doingwhat farmers used to do in their farms, which also consist of analytics like softwaresystems that assist in analyzing and making sense of trends in farms; Solar Cells -most devices in farms are powered by solar and solar panels are important;

Hydroponics,makinguseofawealthofexperiencesandresourcesinLEDlighting;FarmFinte ch,newincreasinglyfinancialsolutionsdesignedforfarmsandagriculture,whichare c a p t u r e d a s farm f i n a n c i a l technology,includepayment,lending, insurance etc which are done digitally forfarming.

Agriculture4.0impliesconnotationsofbothcrops,livestock and possiblybroader understandingof fisheriesandforestry, for study,t r a n s f e r a n d p r o d u c t i o n In the modern agriculture, solutions are paid attention to sustainability and safety.Techniquesinfarmingareimplementedsuchastillage,sowing,pruning,croprotation, tending, harvesting in order to get higher productivity, better protect theenvironmentbasedonprogressofdigitaltechnology.

Thus, Agriculture in Industry 4.0 opens the path for a new technology era,fundamentally changing the value chain and business model in industrial production.In the manufacturing process, machines are operated based on intelligent informationandcommunicationtechnology,systemsandnetworkscapableofindependentlyexchang ing and responding to information to manage public production processes(Anh,2018).

It is the foundation for innovation of all industries and fields to form this fourthindustrial revolution The Industrial Revolution 4.0 includes innovation and organicintegration,noboundariesinthetechnologyofIndustry4.0andoperatingtechnology, physicaltechnologyandbiotechnology.

Asotherindustries,Industry4.0hasbeentakenplaceina g r i c u l t u r e Agriculturethattak esadvantageoftheindustrialrevolution4.0isc a l l e d "Agriculture 4.0" The core element of Agriculture 4.0 is information technology,digitaltechnologyandartificialintelligence.

Therefore, Agriculture 4.0 can also be called intelligent agriculture or digitalagriculture. The basic feature of Agriculture 4.0 is the digitization of production andbusiness activities from the farm to processing, marketing and trading through asystemofIoT,combiningoperatingsystemsandcollectiveoperations,middle,automationa ndintelligencebetweenphysicaltechnology,biotechnologyandoperationtechnology,whic hensurethattheproductionofjointprocessi s continuous,efficient and sustainable.

To the early 21 st century, agriculture has been considered a lower technologyapplication area compared to other fields However, with the creation of Industry4.0, agriculture will be the most fertile field for creation, testing, entrepreneurshipandinvestment inthe4.0 revolutionaryapplication (Lan,Huyen&Long,2018).

Agriculture4.0bringsthebenefitsofcreatinghigh-quality,high-yieldofagricultural products even under unfavorable conditions; better working conditionsforw o r k e r s t h r o u g h m o b i l e c o n n e c t i o n w h e r e t h e y ca n w o r k f r o m h o m e b u t t h e y still understand crop plots in the field and each barn, each animal to make right andeffectivedecisionontheirorientationoffarming.

Because of these benefits, Agriculture 4.0 has been developed in many typicalcountries and territories all over the world such as Israel, the United State, theNetherlands, Germany, Japan, Taiwan, China, etc In Israel, the United States, forinstance, desert agriculture is developedwith closed agriculturala r e a s w i t h t h e value of each hectare up to 120,000 to 150,000 USD per year Japan and Taiwan arethecentersprovidingagriculture4.0technologiessuchassensors,connectingeverything, robots,solarcells,unmanneddevicesandLEDlights.

The Industrial Revolution 4.0 has enabled developed countries to produce foodby their own land area equal to only 1/100 or 1/1000 of developing countries withmuchhigherproductivity.Thisisanopportunity andachallengeforVietnamagriculture Currently, Vietnam has only applied a number of 4.0 technologies, notyetimplementedthefull4.0agriculturesystemasdevelopedcountries.Somemodels are applied with smart solution, some others are both applied with solutionsand smart devices while some are just examples of hi-tech agriculture and notconnected throughout the agricultural value chain Vietnamese farmers have begunto participate in the process of developing Agriculture 4.0 based on its experiencesand technology acquisition, giving the country an expectation for the near era ofAgriculture 4.0.

As Vietnam is a latecomer country, the Revolution of Agriculture 4.0 is a goodchance for the country's agriculture to capture new technologies taking place aroundthe world However, to seize the opportunities, labor quality is the most importantfactortobothapplytechnologybutalsocreateyourowntechnologies.

Before the beginning ofIndustrial Revolution 4.0, the agriculture industryfaced with the requirements of innovation to replace abandon, old and backwardproductionmethods.Instead,thetimelyandselectiveapplicationofadvancedtech niquesofthe4.0revolutioninagriculturalproductionwillcontributetoincreasing the efficiency of the production chain and product commercialization.However, it is necessary to select practical and effective technologies This is adecisive factor for the success of high-tech agriculture and especially in the 4.0period,theoutputoftheproductisfocused (Mai,2019).

Ino r d e r t o a d a p t t o t h e r a p i d d e v e l o p m e n t o f Agriculture4 0 , v o c a t i o n a l trainingforrurallaborsisrequiredwithadrasticchangeintrainingmodels,programs and methods to assist rural labors to get access to science and technologyand applytheminto their productionandbusiness.

Based on the development of Agriculture 4.0 in the world, it can be consideredthat it is a revolution to digitize the whole cycle and related factors in agriculturalproduction In the whole system, the focus is on the farmers' fields where each farmis a laboratory and every citizen is a scientist.

The final products that enterprisesprovidetopeoplearenotonlyseeds,fertilizers,productiontoolsbutalsos olutionsto support the management and decision making of smart agricultural production(VNUA,2018).

Agriculture 4.0 has appeared with a clear message that the demand in the nearfuture for unskilled agricultural labors will decline, which is a big challenge for thedevelopingc o u n t r i e s , h o w e v e r , i t r e - o p e n s g r e a t o p p o r t u n i t i e s f o r d y n a m i c a n d powerful countries to innovate in training high-quality, creative and entrepreneurialhumanresources.

Notably, the state management agencies have to grasp what the market needsareinordertoprovide informationtofarmers withacomprehensive view.

Internationalanddomesticexperiencesinthedevelopmentofvocationaltrai

Germanyhasbeenwellknownforitshumanresourcetrainingonbasicknowledge of proficient occupational techniques of the first top in the world. Foruniversitylevel,thedifferentiationisevidentintwotypesc a l l e d g e n e r a l universit ies(Universitaten)andspecializeduniversities(FachhochschulenorUniversities of Applied Science) In agriculture sector, the top universities includeHohenheim, Munich, Bonn, Gottingen, Giessen, Kiel and Kassel The practice rateinuniversitiesisveryhigh,accountingfor40%.

In addition to the university system, German vocational training schools areregarded to be the best in the world because of their motto of vocational training.The system of training schools is clearly divided and differentiated in every schoolino r d e r t o t r a i n h i g h l y s k i l l e d h u m a n r e s o u r c e s W i t h a d e q u a t e a n d s y n c h r o n o u s infrastructure,whichiscloselyassociatedwithenterprises,learnershaveopportunities to have practical works with machines and equipment, so when theygraduate,learnerscanbeproficientatwork.

Germany‟s dual system of apprenticeship and vocational school training hasbrought high-quality technical human resources to the country Germany has built alearning environment that harmonizes the reality of enterprises and academic natureof the school for learners Companies focus on providing practical knowledge andskills, especially those are suitable for the production technology of the enterpriseswhiletrainingfacilitiesprovidebasicandacademicknowledge.70percentoftrain ing time in a course is spent on field and the rest 30% is for learning at thevocational school Training facilities are places that provide organized practicaltraininginarealisticworkingenvironment(trainerscomefromthefieldwithmodern equipment ), where learners are paid with a salary of the apprentice.Meanwhile,vocationalschoolsorganizefreelessonsinsubjectsrelatedtoprofessiona l and basic subjects, where the state government provides funding forpublic schools (factories, teachers ) To 2018, more than 56% of learners havechosenthisformofdual training.

Having the foundation of a country with a developed technology industry,almost all industries and fields that are necessary for the development of GermanAgriculture4.0 are inthe world leading group In the context ofAgriculture4 0 with required high quality and specialized human resources, training professionssuchasbiology,lifesciences,informationtechnology,machinetechnology,auto mation technology chemistry and mechatronics are all classified in the basicindustriesandprioritizedfortraining.Therefore,trainedhumanresourcesarecomplete lysuitableandmeettheneedsof societyintermsofquality.

However,inthecurrentsituation,humanresourcesinGermanyarei n shortage, therefore,the government has issued policies to attract young labors frommany countries in theEuropean Union (EU) and other countries Most of the workforces are trained inGermany and then continue to work for German enterprises(Bach,2018).

From above analysis, it can be learned from the German vocational trainingsystem as follows: firstly, the channeling and career orientation for learners takesplace right from the high school level so that learners can choose the appropriatecareerandtrainingmodel;secondly,trainingshouldbelinkedwithactualmanufa cturing situation in enterprises, thenlearners willa c c u m u l a t e e x p e r i e n c e s and form profession skills; thirdly, vocational training is strictly regulated, however,the roles of enterprises are also appreciated in order to bothattract resources fromenterprises and associate vocational training with the use of trained labors; fourth,trainersarealsorequiredwithhighvocationalskillsbesidestheirknowledge.

Determining agricultural development with skilled farmers is a top priorityarea, 4 principlesofChinese vocational training are:bringingjob education tovillagesandcommunes;demand-basedvocationaleducation;standardizingeducational activities and strictly manage vocational training Chinese vocationaltrainingprogramisdesignedtoserveseasonalagriculture,farmingfieldsandfarm ers' demand, therefore, it will motivate and stimulate the people's potential andcreativity After graduation with a certain degree, farmers easily earn for their livingfromtheprofessionthattheylearn.Localauthoritieswillaccesstheskillsofprofessionalf armerswhetheritissuitableforthescaleoffarmingornot.Inparticular,alldatawillbegatheredi nto files sothatthe managercan superviseit.

Moreover, professional farmers will also enjoy many support policies such asagricultural price compensation, advantages in land tax, easy access to preferentialloans, technical guiding, high technology, etc A number of universities in Chinahave tasks on studying training strategies for rural workers With these preferentialpolicies, Chinese agricultural products, which are manufactured in a closed cyclehavebeenpresentinmanycountriesallovertheworld(Minh,2008&Hoa,2010). Actually, China has formulated a labor resource development strategy, whichfocuses on improving the quality of rural labor resources with contents such aschanging the mindset and perceptions of officials and civil servants at all levels oflabor resources and the implications of improving and developing labor resourceswhicha r e i n l i n e w i t h n a t i o n a l s t r a t e g i e s a n d p o l i c i e s ; i m p l e m e n t t h e s t r a t e g y o f

"Science and Education energize China", "China‟s founded education", building alearning society, enhancing students' creativity and practice; expanding the scale ofeducationinhighschoolsandcolleges;strengtheningvocationalt r a i n i n g , mobilizin g civil education and diversifying investment in education, expanding thebroadscopeofeducation;investinginadulteducation,secondaryandprimaryeducation, vocational education, investing in poor areas minority areas, large ruralareas in the West; focusing on vocational training in enterprises; increasing costs fortraining; using people in suitable way and replacing appropriate people in the rightplaces;encouragingandsupportingtheestablishmentoflaborr e s o u r c e developmen torganizations,quicklycatchingupwiththeinternationallevel,especiallyinthecontextofde velopingagriculture4.0requiringqualifieda n d skilledlaborforces.

Thailand has an advanced agriculture that has exported seeds and processedagricultural products to many high value markets all over the world Determiningthat the most important factor in the development of Thailand Agriculture 4.0 is thehuman factor, Thai government has focusedon the goal oftrainingT h a i p e o p l e t o be strong in the 21 st century and integrate them into the world by measures onreforming the training education system to create new human resources, helpingThailandtobecomenationalleadersintheregion,integratingtheworldintotransform ing ecosystems into purpose-based, results-based learning It is shown inthegoalsandgovernanceoftrainingandeducationsystem,teacherskillsandteachingmodels, curriculum, teachingand learning methods.

For the rural labors, Thailand has paid its attention to building program of skilldevelopment for trainees with possibility to study flexibly and transform in theprogram Thailand has determined that Industry 4.0 will be the spearhead of theeconomicproportion,sothetrainingofhumanresourceshasaspecificorientat ionin the fields of robotics and automation The Thai governmenthas created thesystem of integrated education, training and career development for Thai people tosuitt h e f u t u r e c a r e e r o r i e n t a t i o n o f t r a i n e e s S t r o n g s u p p o r t i n g m e a s u r e s i n c l u d e renovating education systems and institutions, strengthening the career developmentorientation,developingskillstomeetthedemandsofAgriculture4.0.

Rural labor in Bac Kan province currently accounts for 75% of the populationandmorethan50%ofthesociallaborforce.Forsustainablelivelihood,t h e provi nce has concentrated its resources, improved the quality of vocational trainingfor rural labors associated with job creation In the period of 2010- 2019, vocationaltraining is organized for 25,486 laborers and the rate of labor force under vocationaltrainingis42%,reachingagoodlevelintheregion.

Vocational training for rural labors in the province has been conducted in theform of

"on-the-job-training", improving the quality of teaching and learning atvocational training centers and colleges, combining orientation, management andsupervisionofvocationaltrainingofpoliticalandsocialorganizations.

A highlight of the issue in the province is that it is effectively integratedthrough the activities of socio-political organizations with international programsand projects. With funding from the Government of Luxembourg, Bac Kan hasinvestedinbuildingaboardingethnicminorityvocationalcollege,organizedtraining at three levels: college, intermediate, elementary and fostering, improvingvocational skills as required, scientific research, joint training The curriculum andprofessions are developed according to practical requirements, needs of studentssuch as: mechanical engineering, animal husbandry - veterinary, cultivation andprotectionplants Alltrainedpersonsafterjoiningtrainingcangetjobs.

Bac Kan provincial Farmers‟ Union (FU), for instance, in cooperation with theProjectManagementBoardoftheprojecton“Pro-PoorPartnerships for Agro-ForestryDevelopment (3PAD)” funded by the International Fund for AgriculturalDevelopment(IFAD), has successfully built and implemented farmer- to- farmertrainingmodelsince2011.Accordingly,ateamoffarmertrainershasbeendevelopedt otrainotherfarmersoncultivationtechniques,animalhusbandry,science and technology transfer They are good farmers in production and businesswhohavesucceededin developingafamilyeconomicmodelanda r e re putablein the community Also, they are local people so they understand the customs andtraditions and can convey knowledge and experiences to other farmers in their ownlanguage,especially forethnicminorities.Stayinginthehamletsandvillages,having practical cultivation model for field visit, they can easily help and guidewhen the farmers meet with difficulties and obstacles This model is really effectiveas it is easy to understand, apply, practical and cost-saving for farmers when takingpartin.

To implement this, farmer trainers are trained by the participatory methodwhichtakeslearnersasthecenter.Theypreparethelessoncontentbasedo n personal experiences After training, they become confident, proactive and can signmanyservicedeliverycontracts.

However, the model still faces some difficulties such as: farmer trainers onlyhavepracticalexperience,notyethavedeeptraininginpedagogyandprofessionalism, no professional qualifications, so the preparation of lesson plans isstill embarrassing , signing contracts with programs, projects, settlement of limitedsupportfunds.

Lam Dong is the one of the leading provinces in the country where high- techagriculture has been well developed, thus, there is also a great demand for humanresourcestomeet the field.

Vietnameserural labors

Regarding rural population,according to the results of the Labor Force

Survey(LFS) 2018, to the end of Quarter IV, the rural population was 61.32 million people,accountingfor64.77percentofthenationalpopulation.Incomparisonwithstatisticsof2010, when the share of rural population was 70.4%, after nearly 10 years, the ruralpopulationofVietnamdeclined4,8%,whichwasequaltoanaverageofdecreaserateof0.48%p eryear.Intheperiodof2010-

2018,inwhichruralareasincreasedbyanaverageof0.18%peryear,inurbanareasby2.9%peryear. With the total population of 86.93 million people in 2010 and 94.66 million in2018atanannualaverageincreaserateof1.07%,thegenderstructureofthepopulationwas stable and quite balanced with the increasing slightly male rate from 49.46% in2010 to 49.73% in 2018 and the slightly decreasing the percentage of women from50.54%to50.27%ofthepopulationinthesameperiod.

Figure 2.1: Population structure by rural - urban area and gender in2010-2018 (%)

Vietnam has early entered aging population since 2010 with high proportion ofpopulation in the working age of over 60% to 65% and the proportion of the elderlyof over 10% In terms of urban - rural areas, although there was a shift, the laborforces are still concentrated mainly in the rural areas Compared to the urban areas,the rural ones had a slower aging rate due to the migration of people of working agefromruralareastothecities.

Regarding the labor force,due to the effects of rapid aging, the growth rate oflabor force was quite low (0.99% per year), even lower than the population growthrate The rural labor force increased by 0.29%, urban labor force increased by 2.6%peryear duringthesameperiodof2010-2018.

Furthermore,therestructuringoflaborforcewasslowerthanthatofpopulation By 2018, the rate of rural labor force reached a high level of67.81%,littlehigherthantheruralpopulation(64.77%).

In 2010, the total labor force was 50.84 million people while it was 55.12million in

2018 with the increasing rate of 0.99% on average The structure of laborforce by gender shows that the rate of female labor force accounted for less than50% (47.7%). The reason was that the labor force participation rate of men washigherthanthatofwomen.

Regarding the labor force participation rate,that inruralareaswash i g h e r than in urban areas and this gap was quite great, which shows that the employmentneeds of rural labors were high On the other hand, the lag of policies on developinghuman resources and labor market in the rural areas could be seen compared tourbanareassuchaslimitationin learningopportunities,lowwages,etc.

By 2018, the labor force participation rate of rural labors reached 80.48%,down slightly from 80.95% in 2010 By gender, the labor force participation rate ofmen was higher than that of women However, female labors in the rural areas alsogot very high labor force participation rates, higher than male workers in urbanareas.

Regarding the labor force participation rate based on technical expertise,thisrate of rural area was surprisingly the highest in terms of university and elementaryeducationincomparisontotheothergroups.

Regarding the labor force participation rate by age group,the rate of agegroup below

20 was very low since a large proportion of young labors were stillbusy attending schools and it was much higher than that in urban areas, indicating ahigher demand for rural employment as well as limited learning opportunities forthis age group. Meanwhile, the labor force participation rate gradually increased inthe young age group (20-29), reaching over 90% in the middle age group (30- 44)andbegantodeclineslightlyintheolderagegroup.

Table 2.1: Labor force participation rate in rural - urban areasin2010and2018(%)

Although the labor scale was relatively large, the quality of Vietnamese rurallabors was limited and improved slowly Its reasons could be the issue of earlydismissal from schools to join the labor market; ineffective supporting policies ontraining,etc. From table 2.1 above, it can be seen that the proportion of labors withouttechnical qualifications until 2018 was still high, accounting for 79.95% of thecountry's total labor force However, the quality of labor tended to improve in theperiod of 2010 -

2018, specifically, the above rate decreased by 0.32 percentagepoints,slightlyreducedfrom80.27to79.95%.

Meanwhile, Vietnam's labor productivity was improved significantly towardsincreasingsteadilyovertheyears.Itisacountrywithahighrateoflaborproductivity growth in the ASEAN region For the period of 2010 - 2017, Vietnam'slabor productivity by Purchasing Power Parity (PPP 2011) increased by an annualaverage of 4.2% per year, higher than the average increase of Singapore (1.5%

/year),Malaysia(1.9%/year),Thailand(2.5%/year),Indonesia(3.5%/year),Philippines (2.8%/year) However, Vietnam's labor productivity level was still verylowcomparedtoothercountriesintheregion(GSO,2018).

ADB's report on "Asian Development Outlook 2017" showed that the averageagricultural output per labor in Vietnam is only one-third of Indonesia's, less thanhalf of Thailand and the Philippines In the rural area of Vietnam in general and theMekong Delta in particular, the labor force engaged in agricultural production ismostly"oldfarmers"withindividualproductionmainlybasedonlong-termexperience and their application of advanced science and technology was not much.The number of technically qualified young people participating in the rural laborforce was very small with only the elderly and young children seen in the rural area(Tung,2018).

Intheperiodof2010-2018,thetotalemploymentincreased1.02%,reaching54.022 million people The employment in the rural area increased very low,by0.33%peryear,reaching36.799millionin2018,theurbanareaincreasedrapi dly with 2.7%/year, reaching 17,222 million in 2018 due to the impact of mechanicalpopulationincrease,especiallyrural-urbanmigration.

Moreover, the rural - urban labor restructuring was very slow In 2010, ruralemploymentaccounted for72.41%,downto68.13%,but itwas stilltoohigh.

Internal restructuring of rural areas was faster than that of urban areas In therural areas, agriculture on average declined by nearly 457.7 thousand jobs annually,non- agricultural jobs increased by 577.7 thousand jobs, showing that the rural areasplayedanimportantroleinshiftingagriculturalandnon-agriculturaljobs.

Figure2.5: Jobsby rural-urbansector,2010 -2018(millionpeople)

The rate of agricultural labors in rural areas decreased slowly, from 62.12% in2010 to 50.58% in 2018 while that one in the urban areas dropped from 14.55% to11.85%.

Regarding labor structure by age group,labors in the rural areas had a trend toaging faster, especially there was a shortage ofy o u n g l a b o r s ( f r o m 2 0 - 2 9 y e a r s old)andmiddle -agedlabors (30-44yearsold)inthisarea.

The rate of young labor (15 - 19 years old) in the rural areas was quite high,however, it tended to decrease, from 7.64% in 2010 to 4.55% in 2018 The rate ofyoung labor in the urban areas also decreased but more slowly, from 3.38% in 2010to2.27%in2018. Comparing two areas, the working age group of young people in the rural areawas lower than in urban areas because of the increasing trend of young migrants inruralareas.

The middle age group accounted for the highest proportion of the total numberofrurallaborsbuttendedtoincrease,from55.25%to57.45%intheperiod.However, the proportion of this group in the urban areas was much higher and alsotended to increase, from 62.75% to 64.16% in the same period, which once againprovesthat rural-to-urbanmigrantlabors werethehighest inthisagegroup.

ComponentsofvocationaltrainingforVietnameserurallabors

In10years(2010-2019),therewere9.6millionrurallaborsreceivingvocational training at all levels, accounting for 87% of the target set by the Project1956(11.03millionpeople),ofwhich,thenumberofrurallaborstrainedatelementary level for less than 3 months was 5.59 million people, reaching 85% ofthe11yearplan from2010to2020(6,558 millionpeople).

In the period of 2010 - 2015, over 4.7 million rural labors have receivedvocationaltraining,reaching85%oftheperiodtarget(5.53millionpeople).Particul arly, the number of supported vocational training under the policy of Project1956 was over 2.74 million people, reaching over 100% of the plan for the period of2010 - 2015 (2,718 million people), achieving 42% of the 11-year plan (6,558millionpeople).

Meanwhile, the period 2016 - 2019 witnessed an increase in the number oftrained rural labors, which was 4.9 million people, reaching 89% of the period plan(5.5 million people), of which, the number of rural labors supported with vocationaltrainingatelementarylevelwithlessthan3monthswas2.85millionpeople,reaching74%ofthe periodplan(3.84millionpeople).

The following table shows the difference between the number of trained laborsby02 periodseparatedin2010-2019.

Total rural laborsreceiving vocationaltraining as plannedin 2010-2020

Total rural laborsreceiving vocationaltrainingint heperiod

Total number of rurallabors receiving trainingat elementary leveltraining oflessthan3 months

Source: MOLISA, report on implementation results of Project “Vocational trainingforrurallaborsto2020”

Fromtheaspectofjobstructure,amongover2.74millionrurallaborssupported with vocational training in the period 2010 - 2015, 1,149 million peoplelearned agricultural jobs (41.9%) and 1,591 million people learned non-agriculturaljobs(58.1%).

Meanwhile, in the period of 2016 - 2019, although the number of rural laborssupported with vocational training increased (from 2.74 million to 2.85 million), thenumber of agricultural apprentices decreased to 0.85 million people (accounting for29.8%) while there were about 2 million non - agricultural apprentices (70.2%) Itshowed that rural labors supported with vocational training tend to gradually changefromagriculturaltonon-agricultural jobs.

Figure 2.11: Number of rural labors receiving vocational training by types ofjobs(millionpeople)

Source: MOLISA, report on implementation results of Project “Vocational trainingforrurallaborsto2020”

Separated by subjects, the following figure shows the number of rural laborssupported with vocational training who were ethnic minorities, poor households,peoplewithdisabilitiesand othertypes oflabors.

Figure 2.12: Number of rural labors receiving vocational training by types ofrurallabors(thousandpeople)

Source: MOLISA, report on implementation results of Project “Vocational trainingforrurallaborsto2020”

In localities, in 2010 - 2015, 64,000 poor households with people participatingin vocational trainingescaped from poverty (accounting for 23.3% ofthe totalnumberofpoorhouseholdsparticipatinginvocationaltraining),increasingby36,000 ones in 2016 - 2019; 105,000 households have participated in vocationaltraining, got jobs and higher income than the local average level (becoming a better-off household), accounting for 3.9% of the total rural labor force participating invocational training in 2010 - 2015 and the number continued to be higher at

Figure 2.13: Number of households receiving vocational training who escapefrompovertyandgot jobswithhigherincome

Source: MOLISA, report on implementation results of Project “Vocational trainingforrurallaborsto2020”

The investment in infrastructure and vocational training equipment has beenfocused for implementation and completion By 2013 and 2014, a number of in- progressvocationaltraininginstitutionswerepartially allocatedfundsfrom theProject1956 byprovincialPeople'sCommittee.

623publicvocationaltraininginstitutionsweresupportedtoinvestinvocational training facilities and equipment, including 357 district-level vocationaltraining centers; 100general technology - career guidance education centers; 8vocational schools of handicrafts; 6 vocational colleges; 74 vocational secondaryschools; 13 job placement centers; 17 social labor education centers and 48 otherpublic centers participating in vocational training, of which, 612 vocational trainingestablishments (98.2%) supported to invest in infrastructure and vocational trainingequipment have actively taken part in vocational training for rural labors while 11facilities of07 provinces and cities (Cao Bang, Son La, Quang Ninh, Hanoi,

BinhDinh,BinhPhuocandBenTre),accountingfor1.8%,supportedtoinvestinfacilitiesand equipmentforvocationaltraininghave notyetcomeintooperation.

Since 2016, the support for investment in infrastructure and equipment forvocational education institutions has been almost carried out as the localities havefocused on reviewing and transferring training equipment from establishments whohave no need to use, use ineffectively and rarely use to training institutions who arein need In the period of 2016 - 2019, 08 localities allocated funds to support theinvestment in facilities for vocational training institutions that were in progress tocompleteandputintooperationwiththetotalsupportcostofVND125billion.

Furthermore, on May 23, 2014, the Prime Minister issued Decision No 761/QD-TTg approving the Project on developing high-quality vocational schools until2020. Accordingly, 45 public schools were selected to prioritize its concentrationand synchronization the investment in accordance with the criteria of high qualityschools,whoarecapableoftraininganumberofoccupationsrecognizedbyadvancedc ountriesinASEANorworldwide.

Thus,mostvocationaltraininginstitutionsthataresupportedtoinvestinvocational facilities and equipment basically participate in vocational training forrural labors and promote their effectiveness.However, due to the change in thestructure and industry planning of some localities,especially the high requirementsof Agriculture 4.0 on modern technology application,vocational training equipmentin a few institutions has not effective enough, which somewhat affect the quality oftraining.

Regarding vocational training management officials,MOLISA has developedand issued training programs and materialson vocational trainingfor rurall a b o r s formanagementofficials,especiallythoseatthedistrictandcommuneslevel

Accordingly, 21,700 turns of management officials in training establishmentsand MOLISA at district level have been trained and fostered in vocational trainingmanagement and vocational education management nationwide, reaching 180.8% oftheplan.

Furthermore, the localities have actively arranged supervisors for vocationaltraining at the District Labor, War Invalids and Social Affairs Department.Topresent, 100% of the district level has supervisors on vocational training, of which,400/674 districts who have rural labors have got full-time staff, accounting for59.3% while the remaining 274 districts have arranged part-time officials to monitorvocationaltrainingthere.

Regarding vocational trainers,in 2010 - 2019, more than 10,000 vocationaltrainers for rurallabor, who wereteachersin vocational education institutions,technicians, engineers and skilled workers at enterprises, production and businessestablishments, agricultural, forestry, and fishery extension centers, good farmers,were trained and fostered with teaching skills Besides, more than 27,000 trainers invocational education institutions, participants in vocational training for rural laborsreceivedpedagogicaltraining,teachingskillsforrurallabors,contributingtoimprovin gthequalityofvocationaltrainersin thelocalareas.

Particularly,MOLISAhascoordinatedwithILOandotherministriesandagencies to develop a set of training and retraining programs on teaching skills forvocational trainers; training programs for vocational education institution managersonvocationaltrainingcounselingandjobcounseling.16seniorlecturers,3 2 0 sou rce lecturers, 500 trainers of business knowledge, start-up in vocational trainingprograms for 01 million rural labors and organized pilot training for nearly 1,000rurallaborsonthatknowledge.

Everyye a r , t h e l o c a l i t i e s r e v i e w t h e l i s t o f v o c a t i o n a l t r a i n i n g p r o g r a m s f o r rural labors To 2019, MOLISA piloted 55 vocational training programs and 39 listsof vocational training equipment at elementary level Besides, MARD developedand issued 132 elementary vocational training programs for less than03m o n t h s The localities and vocational training institutions reviewed or newly built 4,347vocational training programs for rural labors Vocational training institutions havedevelopedtrainingcurriculaanddocumentsinaccordancewiththeapprovedtrainingpr ograms.

Based on the framework program which has been issued, 70% of commonknowledge and skills are the same among different vocational training institutionswhile the remaining 30% is elective part, which is developed by each institution onthe basis of the needs of labor market by industry, region, etc, actively referring tothe training programs of international schools 05 programs and syllabus of generalsubjectsincludingPolitics,Law,PhysicalEducation,NationalDefensea n d Securit y,Informatics,andForeignLanguagehavebeenissuedandappliedconsistentlyacrossthecou ntry.

However, a lot of vocational training institutions are still limited in developingtrainingprograms,especiallyindeveloping30%oftheelectivec u r r i c u l u m , te achingma ter ia ls, m a k i n g useo f tr ai ni ng m a t e r i a l s of o t h e r schools I n additi on,the attraction of enterprises participating in developing framework programs andvocationaltrainingprogramsislimited.Theapplicationofforeignadvancedvocational training programs is still a big gap, particularly in terms of trainers‟foreignlanguageskills,trainingcostsandtrainingequipment.Thev o c a t i o n a l system linked with rural economic activities has not been focused, especially jobsassociatedwithtraditionalagriculturallaborsapplyingtechnologicaladvancesuchasanimal husbandry, raising chickens, safe vegetable growing, etc, Also, due to thefactoroffunding,thetimeforashort- termvocationaltrainingcourseisinsufficienttoconveyvocationalknowledgeandpracticeonneces saryskillsintheAgriculture4.0.

Recently, the training professions have been diversified, not only focusing onagriculture but also non-agricultural occupations, whichhavemeet thelearningneedsoflabors andthelabormarket.

In the period of 2016 - 2020, more than 927 thousand people were supportedwithagriculturalvocationaltraining,accountingfor42.7%ofthev o c a t i o n a l training support On average, more than 185,000 people each year are supportedwithagriculturalvocationaltraining.Fornon - agriculturalprofessions,morethan

On average, more than 248 thousand non-agricultural apprenticesaresupported annually.

Kinds of professions are various in many aspects of cultivation, husbandry,forestry,andfisheries,whichhavebeenbringingnumerouspositiveresultsasfollo ws:

AnalysisoffactorsinfluencingvocationaltrainingforVietnameser urallabors

2.3.1 The implementation of guidelines and policy of the Vietnamese Party andStateonvocationaltrainingforrural labors

Thebuildingofhigh-qualityhumanresourcesforthesocio- economicdevelopmentontheroadofconstructingthecountryhasalwaysbeenhighlyconcer ned by the Vietnamese Party and State Therefore, the Party and the State haspromulgatednumeroussupportingguidelinesandpoliciesonthev o c a t i o n a l trainingfo rlabors,especiallyfortherurallabors.

Resolution 26-NQ/TW dated August 5, 2008 of the 7 th Congress of the PartyCentral Committee Tenure X on agriculture, farmers and rural areas points out that“Strengtheningtrainingandretrainingonknowledgeofadvancedandmodernagricultural, science and technology for farmers; vocational training for the part offarmers' children for job transfer and labor export; focusing on training knowledgefor managers and grassroots officials as well; forming the national target programon vocational training, human resource development, ensuring annual training ofabout 1 million rurallabors; well implementing the socialization ofvocationaltraining”.

Resolution No 24/2008/NQ-CP dated October 28, 2008 on the issuance of theGovernment'sactionprogramclearlystatesthat“Focusingontraininghumanresources in rural areas, shifting a part of agricultural labor to industry and services,creating jobs, raising the income of rural people by 2,5 times compared to thepresent(2008)”;also,theNationalTargetProgramontrainingruralhumanresources focuses on developing training plans and solutions for a part of farmers'childrenwhoarequalifiedandabletoworkinindustrial,handicraft,servic eareas and job transfers; a part of farmers who continues with their agriculture cultivationistrainedonknowledgeandskillstopracticemodernagriculturalcultivation;trainin gto improve knowledgefor managers andgrassrootsofficials.

Project 1956 on “Vocational training for rural labors to 2020” was approvedby the Prime Minister through Decision No 1956/QĐ-TTg dated November 27,2009 It is a guideline on improving the quality of rural human resources, creatingjobs, increasing the income of rural labors; contributing to the transformation oflaborandeconomicstructuresforindustrialization,modernizationandsocio-economic development, and developing agricultural-based rural areas Project 1956focuses on agricultural vocational training through agricultural extension centerswith about 5000 agricultural extension officers retrained and certified in teachingskills(MARD,2016).

The Project stated that “The state increases investment to develop vocationaltraining for rural labors, adopts policies to ensure the implementation of socialjusticeonvocationaltrainingopportunitiesforallrurallabors,encourages,mobilizes and creates conditions for the whole society to participate in vocationaltrainingforrurallabors”.Itsobjectivesistoprovidevocationaltrainin gforabout01 million rural workers annually on average, including training and retraining for100,000 commune cadres and civil servants The percentage of employed peopleafter receiving vocational training in the period of 2011-2015 is at least 70%, in theperiod of 2016-2020 is at least 80% The total budget from the state budget toimplement the Project is estimated at 25.980 billion VND including vocationaltrainingforrurallabors(24.694billionVND)andtrainingofcommune- levelofficials and public employees (1.286 billion VND) It can be seen that it is thebiggest Project in the field of state vocational training in terms of content, scale andbudgetforimplementation.

Directive19-CT/TWdatedDecember05,2012ofthePartyCentralCommittee's, Decision

971/QD-TTg dated July 1, 2015 of the Prime

September2 8 , 2 0 1 5 , w h i c h p r o v i d e s p o l i c i e s t o s u p p o r t t r a i n i n g a t p r i m a r y l evelfor less than 03 months On that basis, Ministry of Finance issued Circulars guidingthe implementation such as Circular 152/2016/TT- BTC dated October 17, 2016regulating the management and usage of funding for supporting training at theelementary level for less than 3 months, Circular 43/2017/TT-BTC dated 12/5/2017on management and use of non-business funding for the implementation of theNationalNewRuralConstructionProgramfortheperiodof2016-

2020;Ministryof Labor, War Invalids and Social Affairs issued Circular 42/2015/TT-BLDTBXHdated October 20,

2015 and Circular 43/2015/TT-BLDTBXH providing guidanceonbasicandregulartraining;Ministry ofAgricultureandRuralD e v e l o p m e n t issued Circular 5/2017/ TT-BNNPTNT dated March 1, 2017, guiding the contentsoftheNationalTargetProgramonNewRuralConstruction.

To implement the Project 1956, a Central Steering Committee was establishedwith its head being the Minister of MOLISA, its members being leaders of theministries, branches andcentral agencies.The Committee focused on directingvocational training for rural labors associated with activities of the National TargetProgram on New Rural Development Annually, the

Committeedevelops,approvesworkingplans,organizesmeetings,assessestheresultsofCo mmittee activities, vocational training results for rural labors every 06 monthsand years, organizes annual reviews, carries out examination and supervision on theimplementationof vocationaltrainingforrurallaborsin localities.

After10yearsofimplementingtheProject,importantresultshavebeenachieved, the number and quality of vocational training for rural labors have beengradually improved, initially meeting the needs of trained human resources foreconomicdevelopment, socio-economic,economic restructuring,l a b o r s t r u c t u r e and new rural construction It shows that vocational training for rural labors is ameaningful policy in economics, politics, society, with the heart of the people,creating a high consensus of all levels, sectors and the whole society. Moreover, itaffirms that the Party and State policy on vocational training for rural labors issuitable,whichfollowsthemotto:"Onlyorganizingvocationaltrainingwhendetermining employmentandincomeaftertrainingbeforejobtraining";vocational training associates with local strengths, production development planning, socio- economicdevelopmentplanningandnewruralconstructionplanningint h e locality.

However, the state management of human resource development and rurallabors still faces a lot of shortcomings compared to the requirements of Agriculture4.0,withoutanational-level-comprehensiveandlong- termhumanresourcedevelopment strategy to guide agencies and unions to coordinate in their actions.Theimplementationofpoliciesonvocationaltraininghassomespecificshortcomings. They are the unspecific structure of investments and business capital, financialpolicy of labor usage, the implementation process due to the transfer between twoterms in local authority management bodies in some areas, some local governmentleaders not knowing clearly the operation contents together with their impracticalorientation.Another issue isthatit is not quite easy for farmers tog e t a c c e s s t o loans after their apprenticeship. According to Decision 1956 of the Prime Ministerapproving the "Project on vocational training for rural labors to 2020", rural laborswho work stably in the rural areas after apprenticeship will receive 100% interestrate oftheir loans forreceivingvocational training However,a c t u a l l y , u n t i l n o w , no guidance has been provided for that kind of support, therefore, the number ofrural labors who can get a loans after joining vocational training is very small.Farmers in some provinces are not able to get access to the capital, resulting to theirhaving no jobs after the apprenticeship, which means that the training effectivenessafterapprenticeshiphas notbeenpromotedinthecases.

In identifying the objects, the Project also states thatr u r a l l a b o r s w h o b e l o n g to households with maximum income equal to 150% of the poor households will besupported with short-term vocational training expenses However, on January 30,2011, the PrimeMinister issued DecisionNo 09/2011/QĐ-TTgstipulating thestandard of poor and near-poor households applied in the period 2011 – 2015, inwhich the near-poor households are households with income equal to 130% of thepoor households, which led to the confuse in determining who is eligible for short- termvocational t r a i n i n g c os t s u p p o r t B e ca u s e o f t h o s e d i f f i c u l t i e s a n d o b s t a c le s , the attraction of rural labors in vocational training at present has not achieved thedesiredresults.

In addition, the system of supporting mechanisms and policies on vocationaltrainingandotherpoliciessuchascredit,land,infrastructuresupport,andcommer cialization of products are lack of uniformity, and learners have not appliedeffectivelytheirknowledgeintoproductionandbusiness,etc.

2.3.2 Information and communication on vocationaltraining forVietnameserurallabors

Informationandcommunicationactivitiesonvocationaltrainingforrurallaborsh a v e b e e n c o n s i d e r a b l e c o n c e r n e d , w i t h v a r i o u s f o r m s i n c l u d i n g t h r o u g h massmediasuchasnewspapers,onlinenewspapers,photonews,enrollmentworkshop,conf erencesofemployment,laborexport,lawcommunicationanddissemination conference, etc and widely deployed from the central to provincial,districtandcommunelevels. Sofar,MOLISAhasdirectedandimplementedinformationandcommunication on vocational training for rural labors on the mass media, consistingof signing cooperation agreement, placing orders for communication with VietnamTelevision, VTV1, VOV, Humanitarian TV, People's newspapers, Dan Tri, YouthNewspapers, etc.; building “job finding app” to introduce jobs for rural labors andvocational training institutions throughout the country; organizing consulting andvocational conferences for students and labors, including rural labors Currently, theMinistry has guided on the development of career guidance materials sets and toolsforstudents andlabors,mostofthemare fortherural.

In the localities, specialized programs and pages have been actively created onthe local radio, television and newspapers.T h e c o n t e n t s a r e m a i n l y p o l i c i e s a n d lawsonvocationaltrainingforrurallabors;policiesonsupportingvocationaltraining,j obcreation;technicalguidance,knowledgeonproduction,careerguidance;typicalmodelsa ndindividuals invocationaltrainingforrurallabors.

According to local reports, for over 10 years of implementation the Project1956,o v e r 32m i l l i o n p e o p l e h a v e b e e n disseminated,c o n s u l t e d o n v o c a t i o n a l trainingandemployment;135,000articles,newsandTVreportsc o v e r i n g vocationaltra iningforruralworkersnationwideweredeveloped(MOLISA,2019).

Thanks to the information, communication and vocational training consultancyaswell,theawarenessofofficialsandthepeopleaboutvocationaltraininginparticula r,ruralhumanresourcedevelopmentingeneralhasbeenraisedwithpositivechanges.Throug htheincreasingnumberofpeoplewhoregisterforvocational training every year, it can be affirmed that the people have a deeperawareness about the profession, from the movement-based learning, learning forreceiving supporting money, learning to understand only, it has been changing tovocationaltrainingforjobfindingandchanging;vocationaltrainingtomasterscienceandtech nology,applicationinagriculturalproduction,gettinghigherincome Also, the localities are increasingly active in developing annual vocationaltraining plans, linking vocational training with production development and newruralconstructionplanningintheir localities.

2.3.3 Linkages of various partners in vocational training for Vietnamese rurallabors

Inrecentyears,alllevels,sectorsandlocalitieshaveactivelyorganizedvocationaltrainingcla ssesforrurallaborswithachievedpositiveresults,contributingtochangingindustries,restructuri ngtheeconomy,creatingopportunities on jobs, raising incomes for labors, effectively implementing the goalsofpovertyreductionandnewruraldevelopment.

Vocationaltrainingactivitiesforrurallaborshaveincludednoto n l y vocationaltraini ngfacilitiesbutalsoattractedscientistsofresearchinstitutes,schools,collegesanduniversitie s;technicalworkersofenterprises;outstandingworkersa n d f a r m e r s w h o a r e h i g h l y s k i l l e d i n v i l l a g e s t o t a k e p a r t i n t r a i n i n g others.

A number of enterprises and cooperatives have initially paid attention andcooperated with training institutions to develop curriculum, provide the field forpractice and recruit students after the course In 2018, for instance, the countryallocated over VND

130 billion for training 59,000 labors who were members ofagriculturalc o o p e r a t i v e s T h e c o o p e r a t i v e s h a v e s o f a r g o t a l o t o f new development steps in quantity and efficiency with many types of production in ruralareas(MARD, 2019).

Most of large corporations and enterprises have so far been interested in anddirectlytakeninvocationaltrainingsuchasVingroup,Sungroup,FLC,FPT,Samsung, Muong Thanh, Thaco, etc The investment projects with high qualityhuman resources have basically been met The cooperation between enterprises andinstitutions is strengthened in the direction of strengthening training at enterprises,trainingbasedonorders,etc.

Moreover, all sectors and localities have identified vocational training for rurallabors as an important task to raise the production level of farmers; contributing torestructuring agriculture associated with developing new rural areas; forming manyenterprise-farmer linkage models in production with high economic efficiency andlargematerialareasforenterprises and cooperatives

However,thecooperationbetweenvocationaltraininginstitutionsandenterprises has been limited in quantity and quality, the technology transfer has notkept up with the changes of the economy Furthermore, the number of enterpriseswillingtoprovideskilledworkersandexpertstoparticipateinthetrainin gprocessor training organization is still small The established relations between traininginstitutions and enterprises are not close, most of them is only in short-term andinfrequent,whichresultsinnotpromotingthe fullefficiencyoftheseactivities.

According to MOLISA, the local education and vocational training sector overthe past few years has seen a large number of foreign investors who are wishing toestablish vocational training schools in

Vietnam However, due to a lack of specificregulationsstipulatingconditionsonestablishingsuchfacilities,openingthesescho olshasthusfarmetwiththesupport.

2.3.3 Linkageso f v a r i o u s p a r t n e r s i n v o c a t i o n a l t r a i n i n g f o r V i e t n a m e