LIST OF ABBREVIATIONS ADB Asia Development Bank ANOVA Analysis of Variance AQTF Australian Quality Training Framework BOG Board of Governors CPSISC Construction and Property services ind
Trang 1THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
SOUTHERN LUZON STATE
UNIVERSITY Republic of the Philippines
ANALYSIS OF FACTORS INFLUENCING TO VOCATIONAL EDUCATION TRAINING IN VIETNAM: IMPLICATION FOR
IMPROVING ITS QUALITY PERIOD 2013 - 2020
A Dissertation Presented to
the Faculty of the Graduate School Southern Luzon State University, Lucban Quezon, Philippines
In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam
In Partial Fulfillment of the Requirements for the Degree of
Doctor in Business Administration
NGUYEN CHI TRUONG - BUSH
August, 2013
Trang 2BIOGRAPHICAL SKETCH
The author was born in Hanoi capital City in 1972, Vietnam and spent his home land city He was raised by his parents, together with his four older sisters He was the youngest child He finished his elementary education with honors and graduated salutatorian in high school In November 1995, he obtained his University degree of Hanoi University of Technology in Mechano – Informatics Engineering technology In September 2001, he also graduated Bachelor of General Business Administration in National Economic University In May 2003, he obtained his Master in Development of Management (MDM) in Asian Institute of Management (AIM), Makati city, Metro Manila,
the Philippines with Management Research Report title: “Expansion Strategy Of The Vocational Technical Education Project To Enhance Capacity Of The Viet Nam Vocational Technical Education And Training System”
He started his career at Daewoo Plastics Engineering Ltd Company (Korea) at Hanoi in September 1995 and then, he has been continued his career at Kurihara – Thang Long Joinventure Ltd Company (Japan and Vietnam); High Technology Electrical Engineering Ltd Company (Singapore); and then Sumitomo Densetshu Corporation (Japan) from January 1996 to September 2000 as Heating Ventilation Air Conditioning (HVAC) engineer in Hanoi From September 2000 to 2006, he has worked at General Directorate of Vocational Training
From January 2007 to June 2009, He also gained knowledge and experience in leadership and state management as the assistance to Vice Minister of Ministry of Labour, War Invalids and Social Affairs At present, he is Deputy Director, Department of Skills
Trang 3and duties are development of National Occupational Skills Standards and questions bank and also management of skills competitions
He decided to take up Doctor in Business Administration (DBA) joined training by Thai Nguyen University (Vietnam) and Southern Luzon State University (Philippines) in
2010 He believed that gaining knowledge should be continuous and one should not be contented on earning a degree There are many ways to upgrade one‟s knowledge and skills Getting a formal education is only one of them He was named in the Dean‟s List for three years and earned his Doctor in Business Administration in 2013
He plays tennis and swimming to make himself fit and healthy He loves listening
to alternative and pop music He believes that life is a journey Being successful is not reaching the top It is how you made the journey and reaching your dreams It is about relationship and helping other people realized their own dreams He has accepted his limitations and continues to discover his weaknesses For him, what is important is if reason ends, faith begins To be happy, live a life according to the teachings of Christ
Trang 4ACKNOWLEDGEMENT
Acknowledgement is hereby given to the individuals who in some ways or another, made my DBA study more bearable and meaningful in the midst of academic pressures; and because of their presence and inspiring assistance, I was able to transcend my human weaknesses and was able to respond to the challenges of achieving creativity and success:
To my highly respected Advisers:
Dr Conrado L Abraham (SLSU), my first adviser who gave me the strength and the encouragement to believe in my capacities Taught me not to be afraid and to keep holding on and be steadfast in achieving my vision/mission He patiently “listened” to me
in my “down” moments and guided me with his wisdom in the completion of my dissertation
Dr Cecilia N Gascon (SLSU), Dr Tran Chi Thien (TNU), Dr Walberto A Cacaraan,
DR Joanna Paula A Ellaga, Dr Nelly I Mendoza and Dr Eduardo T Bagtang, my panelists who made me see the beauty and meaning of sacrifice for greater cause, who gave me insightful, constructive comments to proceed with the dissertation in the right track
Prof Dr Duong Duc Lan, my external panelist and experienced expert and also high ranking policy leader in the Vietnam Vocational Technical Education Training system
as the Director General, General Directorate of Vocational Training who shared his valuable time in giving me insightful advises which are valuable in developing my dissertation framework
Trang 5To all those kind and helpful individuals:
All my Mentors/Professors in the DBA class who provided me with leadership and managerial skills combined with the “IQ and EQ” formations so that I can be one of those humble yet synergized souls who believe that the community and people-centered development is achievable in our midst
My Colleagues from General Directorate of Vocational Training who helped me in the collection of data and information
Staff for the International Center for Training (ICT), Thai Nguyen University and staff for University of Labour and Social Affairs for all the services they have extended to
me especially with regards to facilitating my schedules, providing me the convenience and good environment for studying at their University
My Classmates for the exciting and effective learning discussions on cases study and adding more value to my life during study in DBA class Special mention is for Do Thi Hoa, Nguyen Xuan Quang, Hoang Van Hung, Le Ngoc Quang, they never failed to support
me at times of difficulty
Nguyen Phuc Huong and Nguyen Xuan Ngoc (Ronaldo), Nguyen Xuan Phuc (Clinton) my usually roommates during study time at Thai Nguyen University for being good friends sharing with me my joys and sorrows, happiness and tiredness during the time studying in Hanoi and Thai Nguyen city
My mother, my sisters and my friends and collaborative partners, who had always been with me and never ceased to support me through their patience
Trang 6My wife, Thu Hang, for her love, patience, and belief in his abilities; for her sacrifices and understanding of leaving our home every Saturday, Sunday and often come home late after official working time to attend the DBA class and study dissertation; for taking care of our home and our family;
My daughter Huong Giang and my son Truong Son, for giving me the reason to finish this dissertation; for my smiles that brings energy and inspiration;
Dedication
This Dissertation is dedicated to the following that have been the source of my energy and strength and will always be remembered every time I look back to my study experience:
To the Great and Loving Mother, all my sisters, my wife, my children who silently gave me the energy and strength to withstand the tests of the „unknown‟ and the entirely new and unique experiences during DBA study and complete dissertation
Trang 7LIST OF ABBREVIATIONS
ADB Asia Development Bank
ANOVA Analysis of Variance
AQTF Australian Quality Training Framework
BOG Board of Governors
CPSISC Construction and Property services industry skills council
CVET Continuous Education Training
DEEWR Department of Education, employment and workforce relations
DETB District Education and Technical Board
DSD Development Skills Department
GDP Gross Domestic Product
GDVT General Directorate of Vocational Training
IAC Industry Advisory Council
ILO International Labour Organization
ISC Industry Skills Council
ITI Industrial Training Institutes
IVET Initial Educational Training
KCSE Kenya Certificate of Secondary Education
KNEC Kenya National Examination Council
KOICA Korean International Cooperation Agency
KRIVET Korea institute of vocational education training
MOET Ministry of Education and Training
MOLISA Ministry of Labour, Invalids and Social Affairs
MPE Master Plan on Education
NOSAC National Occupational Skill Assessment Center
NOSS National Occupational Skills Standard
NOSTC National Occupational Skills Testing Centers
NQF National Qualification Framework
NQF National Qualification Framework
NSDC National Skill Development Corporation
Trang 8NSSC National Skills Standards council
NSTCS National Skills Testing and Certification System
NSTMA National Skills Testing Management Agency
NTIS National Training Information Service
OLS Ordinary least squares
OSD Occupational Skills Department
RTO Registrated Trainng Organization
SCOTESE Standing Council on Tertiary Education Skills and Employment
SDF Skill Development Fund
SPSS Statistical Package for Social Sciences
SSC Sector Skills Council
STC Skills Testing Center
SWOT Strengths Weakness Opportunities Threats
TAFE Technical and Further Education
TEP Technical Education Program
TESDA Technical Education and Skills Development Authority
TIQET Totally Integrated Quality Education and Training
UNEVOC: UNESCO – VOCational Education (International Centre for Technical and
Vocational Education and Training) VET Vocational Education and Training
VIF Variance inflation factor
Trang 9TABLE OF CONTENTS
ACKNOWLEDGEMENT iv
LIST OF ABBREVIATIONS vii
ABSTRACT xii
LIST OF TABLES xiii
CHAPTER I INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Objectives of the Study 7
Hypotheses of the Study 8
Significance of the study 8
Scope and limitation of the study 9
Definition of terms 9
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES 12
Definition of VET 12
A VET classification 13
A classification of VET 13
Classifying VET benefits 15
Figure 1: Types of VET benefits 15
Theories of Job Satisfaction 18
Herzberg‟s Theory 18
Vroom‟s Theory 19
Factors affecting to vocational education programs 21
Attitudes towards Vocational Skill Acquisition 21
Relevance of Learning Resources in supporting Skill Acquisition 22
Courses offered at the Vocational education training Centers 23
Staff and Administration Development at Vocational education training Centers 25
Satisfaction with learning and jobs 27
Institutional related factors affecting acquisition 28
Students related factors affecting skill acquisition 30
Examination related factors affecting Skill acquisition 31
Teachers related factors affecting acquisition of skills 32
Theoretical framework 34
Conceptual Framework 35
CHAPTER III METHODOLOGY 36
Research Design 36
Research locale 37
Population and Sampling 37
Research Instrument 37
Data Gathering Procedure 38
Trang 10Statistical treatment 39
CHAPTER IV RESULTS AND DISCUSSION 41
Profile of respondents 41
Vocational education training issues 43
Individual characteristics 43
Qualifications of lecturers at the training facility 45
Physical facilities at the training facility 46
Management capacity at the training facility 48
Job opportunities 49
Information on labor market 51
Support policies on vocational education training 52
Hypothesis 54
Empirical results 55
Significant differences between respondents‟ perception when they are grouped according to their profile 58
Age 58
Gender 61
Marital status 63
Income 66
Educational level 69
Overall 71
VET system 73
Figure 2: Relation between General Education and VET in Vietnam 74
Challenges of the VET 75
Evaluating development of National Occupational Skills Standards and partnership of VET and enterprise in Vietnam 76
National Occupational Skills Standards 76
Status of NOSS in Vietnam 77
Certification System 79
SWOT Analysis of Certification Framework 81
NOSS, Certification system and engagement of industries in VET 83
Figure 3: Relations among NOSS, Certifications system and VET 85
Legal system and regulations 85
Comparison of Legislation Between Korea and Vietnam 86
SWOT Analysis of Legal System and Regulations 89
Experiences about industries engagement in VET in major countries in the world 92
Australia policy‟s framework for industry strongly engagement in VET 92
Industry Skills council model 93
Registered Training Organizations (RTOs) 95
Korea‟s Meister High Schools Model for industry engagement in VET 96
The Philippines policy‟s framework for industry strongly engagement in VET 99
Trang 11Some development strategies for strengthening vocational education training in Vietnam100
Improving qualifications of lecturers/instructors and management staff 100
Physical facilities at vocational education training 101
Management capacity at vocational education training 101
Support and job opportunities 101
Information on labor market 102
Support policies on vocational education training 102
CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 103
Summary 103
Respondents Profile 103
Respondents‟ perception on vocational education training 103
Comparison of respondents‟ perception according to related profile 104
Conclusions 105
Recommendations 106
Increasing public – private partnerships in VET in the current framework 106
Establishment and Operation of the NSTMA and STC 108
Establishment of Meister High Schools 109
Establish Industry Skills Councils to improve NOSS and engagement of industries in VET 110
Improvement of NOSS 111
Building a National Qualification Framework (NQF) 112
Identifying Skills Demand for Creating New Certifications and Improving the Existing Certifications 113
Amending Current Laws 113
APPENDECES 119
Organization Chart of NSTMA in Vietnam 119
Figure 4: Organization Chart of NSTMA in Vietnam 119
Status and Characteristics of NSTMA 120
Meister High Schools 120
Regulation 125
Principles, procedures of developing and issuing national skills standards 125
QUESTIONAIRE 142
CURRICULUM VITAE 146
Trang 12ABSTRACT
Vocational education and training play a key role in raising skill levels and improving a society‟s productivity The demand for skilled workers has increased as job specificity and the use of technology have increased Vocational Education Training helps people in better performance of their jobs as they acquire a great learning experience Working professionals get a chance to hone their skills while increase income
On May 2012, Vietnam government has approved and issued two importance national strategies: Strategy for development of education stage 2011 - 2020 and strategy for development of vocational training system stage 2011 - 2020 Two above strategies have the general objective is to develop a education vocational training system to support for development of socio-economy for country mission “will basically become developed country by 2020”, in which strategy for development of vocational training identified: basically and comprehensive innovation of vocational training stage 2012 - 2020
With these points of view, the dissertation proposes a system of a set of criteria to evaluate quality of Vocational Education Training and analyzes status of VET in Vietnam, especially its weak points In addition, the study introduces modern models and value experiences from developed countries in improving Vocational Education Training
Further, the dissertation uses multivariate regression equation to evaluate fully factors affecting to quality of Vocational Education Training in Vietnam Base on these analyses, the dissertation proposes highly value recommendations to improve Vocational Education Training for meeting demands of industries and government’s vision
Keywords: Vocational Education Training, Labor Quality, National Qualification
Framework, National Occupational Skills Standard, Industry Skills Council
Trang 13LIST OF TABLES
Table 1: Questionaire’s point range 38 Table 2: Demographic information of the respondents 41 Table 3: Reliability Statistics on individual characteristics 44 Table 4: Mean Distribution of Respondents Perception in Terms of Individual
characteristics 44 Table 5: Reliability Statistics on qualification of lectures 45 Table 6: Item – Total Statistics of Qualification of lecturers’ variable 45 Table 7: Mean Distribution of Respondents Perception in Terms of qualifications
of lecturers 46 Table 8: Reliability Statistics on physical facilities 46 Table 9: Item – Total Statistics of the physical facilities’ variable 46 Table 10: Mean distribution of respondents’ perception in terms of Physical facilities
47 Table 11: Reliability statistics on Management capcity 48 Table 12: Item – Total Statistics of management capacity’s variable 48 Table 13: Mean distribution of respondents’ perception in terms Management
capacity 48 Table 14: Reliability statistics on Job opportunities 49 Table 15: Item – Total Statistics of Job opportunities’s variable 50 Table 16: Mean distribution of respondents’ perception in terms of Job opportunities
50 Table 17: Reliability statistics on Labour market Information 51 Table 18: Item – Total Statistics of information on labour market’s variable 51
Trang 14Table 19: Mean distribution of respondents’ perception in terms Information on
labor market 52
Table 20: Reliability statistics on Suport policies 52
Table 21: Item – Total Statistics of Suport policies’s variable 53
Table 22: Mean distribution of respondents’ perception in terms support policies53 Table 23: Average evaluation 54
Table 24: Descriptive statistics 55
Table 25: Model Summary 55
Table 26: ANOVA 56
Table 27: Result of linear regression analysis after were excluded variable 56
Table 28: Test of Homogeneity of Age variance 58
Table 29: Comparison between the respondents’ perception in term of Age 59
Table 30: Test of Homogeneity of Gender variance 61
Table 31: Comparison between the respondents’ perception in term of Gender 61
Table 32: Test of Homogeneity of Marital status variance 63
Table 33: Comparison between the respondents’ perception in term of Marital status 64
Table 34: Test of Homogeneity of Income variance 66
Table 35: Comparison between the respondents’ perception in term of Income 67
Table 36: Test of Homogeneity of Educational level variance 69
Table 37: Comparison between the respondents’ perception in term of Educational level 70
Table 38: Comparison between the respondents’ perception when they are grouped following related profile 71
Table 39: Number of Technical Vocational Education and Training Institutions, Teachers and Students (2009~10) 73
Trang 15Table 40: Status on Approved NOSS in Vietnam by 2013 78
Table 41: Vietnamese Legislation & Regulation on Certification System 86
Table 42: Major Contents of Legislation Regarding Certification System in Korea and Vietnam 87
Table 43: Number of maister schools and their students in Korea 96
Table 44: Requirements for being designated as Meister high schools 123
LIST OF FIGURES Figure 1: Types of VET benefits 15
Figure 2: Relation between General Education and VET in Vietnam 74
Figure 3: Relations among NOSS, Certifications system and VET 85
Figure 4: Organization Chart of NSTMA in Vietnam 119
Trang 16CHAPTER I INTRODUCTION
Background of the Study
Since “innovation” policy starting in 1986, Vietnam Vocational Educational Training (VET) has been concentrated for development firstly from 1998, when Government established the General Directorate of vocational training belong Ministry of Labor, Wars invalid and Social affairs (Molisa) At this time, Vietnam has been implementing “innovation” policy for over 10 years and has gained some successful in terms of socio-economic development Foreign directly investment increased, industries contribute higher rate to the GDP, economic structure strongly shift from agriculture to industry and also labor force from agriculture sector move to industry sector From beginning time established, therefore the General Directorate of vocational training to develop policies for vocational training development to meet the needs of industries in terms of skilled workforce, which was low in both quality and quantity and low productivity In other hand, the mission of vocational education training also has to produce a skilled labor force for country‟s mission to become a modern and developed country by 2020
With above mission, from 1998 to present, General Directorate of vocational training has been developing many positive policies to develop a vocational education training system According GDVT, number of Vocational training schools increasing in each year In 2008, there were 129 Vocational training schools, but in 2012, there are total
455 vocational training schools, in which there are 155 vocational training colleges, 305
Trang 17secondary vocational training schools and other 900 vocational training centers plus more about 1,000 related vocational training institutions in nationwide Regarding the entries of vocational training system, according also to GDVT, it has been increasing in quantiy‟s entries: from 526,600 in 1998 to 1,538,000 in 2008 and to 1,790,000 in 2012, remarkable contributing for country‟s industrialization and modernization processes
In terms of law and policy development, one of its remarkable achievements is Government first time has issued the law on Vocational training in 2005, which formalized VET system with 3 levels training or in other hand, 3 kinds of vocational training institutions: vocational training colleges; secondary schools for vocational training and primary vocational training schools These three kinds of vocational training institutions system have been produced amount of skilled workforce for labour market and serve the industries needs and contributing to the socio-economic development in the past years
However, the existing VET system still has limitations in terms of producing skilled labour force to fit with industries needs According to VCCI‟s survey resulted in
2011, indicator in satisfaction of industries about quality of VET is 34% and this is a low indicator The quality of Vietnam labour force is still low; it was placed in 11th position among 12 Asian countries which have been ranked in 2008 Vietnam productivity in comparisons with some countries in 2007 are as following: lower than Japan 50,4 times; Korea 18,6 times; Malaysia 7,8 times; Thailand 1,96 times; and Indonesia 1,5 times1 In additional, Vietnam has insufficient skilled labour and low competitiveness (according to the Global Competitiveness Index (GCI) for the 2013-2014 period, Vietnam placed on 70th positions among 148 economies in the world)
1 Source: OECD compendium of productivity indicator 2008; Malaysia Productivity Corporation, Malaysia Annual Productivity Report 2008
Trang 18The limitation of VET may come from limitations of factors influencing to its quality such as capacity of teachers/instructors; management capacity; physical facilities; information on labour market, create graduates emloyability; support policies; connection with industries, etc
At present, new technology in almost industries has been changing very fast New technology in some industries like Information computer technology, electronics, mechatronics, manufactory automation etc are changing so quickly in every years, even under one year In this process, there are necessarily to request for upgrading the skilled workforce including existing skills areas and new skills areas occurred to meet the demands for socio-economic development in the new era This will challenge the Vietnamese Vocational Education Training (VET) for how can be flexibility changing in terms of industry needs In order to solve those problems, VET should be improved and strengthened training capacity to meet the requirements of high skilled human resources in the new context, especially should have the VET policies, strategies, plans and curricular, training programs that are advanced enough, scientific, suitable and fit with existing industries needs
From International experiences, in order to have a flexibility VET system, United Kingdom has the Sector Skills Councils (SSCs); Australia has the Industry Skills Councils (ISCs) In two these countries, model of SSC or ISC play as midle to connect between industry, VET and government In Japan and Korea, they develop the testing and certification system separately between training side (VET) to supply skilled labor for labor market This model also has strong engagement of industry to Vocational Education Training In Vietnam, in 2008 ministry of Labor, Invalids and Social Affairs (MoLISA)
Trang 19has introduced a new frame work to develop a National Occupational Skills Standards (NOSS) under Decision No 09/2008/QĐ-BLĐTBXH dated 28th
March 2008 regulate the principles and procedures for development and issuance of NOSS Under this framework, the ministries will develop the national occupational skills standards for each occupational which under ministry‟s management and collaboration for approval and issuance of NOSS
by MoLISA
The advantages of the NOSS is a foundation for: General Directorate of Vocational training (GDVT) is an agency that is authorized by MoLISA to manage the development of NOSS to manage the national skills testing and certification systems and help MoLISA to issue other related policies in terms of skilled workforce development; for VET institutes
to develop the curricular and training program; for employers to develop the employee recruitment, wage payment plans and to identify the training needs and arrange working position for employees; for the labourers to identify these skills gaps and improve for themselves to seek for the job However, NOSS only has real its value as above mentioned advantages, the procedure and process to develop NOSS should be strongly engaged by industries In other hand, industries must be involved to identity the skills needs for each skill area as these requirements for manufacture, and those skills will be developed skills standards for training side to train the right skills and right skilled levels for right needs of industry side Unfortunately, there are still miss of participation of industries side in this process, therefore NOSS really is not useful any more as government expectation and socials needs in terms of human resources development, especially in training program or curricular development to fit with social needs
Towards 2020, Vietnam strategy for socio-economic development stage 2011-2020 has formulated one of three pillars for socio-economic development is “human resource
Trang 20development” Strategy for human resource development stage 2011 – 2020 has formulated
“development of regulations, mechanisms, policies to speed up training towards social needs driven, engagement of enterprise in training” and “basically and comprehensive innovation
of education and training to meet the demands for social development”
On May 2012, Vietnam government has approved and issued two importance national strategies: strategy for development of education stage 2011- 2020 and strategy for development of Vocational Education Training stage 2011 – 2020 Two above strategies have the objectives that are towards to the solutions of “comprehensive and basically innovation of education, training as the social development needs; improving the training quality as the requirements in terms of standardization, modernization, socialization, demonization and international integration to efficient server to the development of and defend motherland” that has been approved by government at the strategy for human resources development period
2010 – 2020 and contribute to the country mission “will basically become a developed country
by 2020” Therefore, this thesis would like to discuss on:
“Analysis of factors influencing to Vocational Education Training in Vietnam:
Implication for improving its quality period 2013-2020”
Statement of the Problem
International economic integration takes place today in both deep and width, the national economies of the region and the world increasingly closely linked, technology change so fast and industries of each country has to constantly upgrade new technology for improving their productivity Vocational training sector plays an important role for this process to upgrade the skilled workforce to fit with the industry needs, which is a key
Trang 21factor for improving country‟s competitiveness in the integration process In order to improve the skilled workforce to meet the industry needs, one of requirement for socio – economic development in stage 2012 – 2020, Vietnam Government has approved a strategy for development of vocational education training stage 2012 – 2020, in which approved to innovate basically and comprehensive vocational education training in this stage Therefore, this paper would like to discuss on what policies, what models and how
to develop those policies and models from perspective of policy makers in order to engage industries more in VET process in Vietnam In other hand, base on the new strategies for development of educational and vocational training just approved by Government, this paper would like to discuss how to develop a policy and introduce a model for developing
a national occupational skills standards (NOSS) which have the strongly participation from industry side and other related sides, including professional associations, training sides, researchers, policy makers, employer‟ representatives, worker‟ representatives etc The NOSS developed above will be an importance for training side (vocational training institutes) to develop curriculum, training program (training packages) base on industry needs or NOSS will be a place for industry to send the skills needs for their manufacturing process and for vocational training sector can be produced a skilled workforce as industry needs even they change their needs as your requirement What are the policies and models can be effective supported for Vietnam vocational training in Vietnamese context to 2020?
Specifically, this study sought to answer the following questions:
1 What is the profile of the respondents in terms of age, gender, educational level, civil status and income?
Trang 222 What is the perception of respondents in terms of individual characteristics, training quality, physical facilities, management capacity, job opportunities, information
on labor market, support policies?
3 What are the factors influencing to vocational education training?
4 Problems of Vocational Education Training of Vietnam and experiences from developed countries?
Objectives of the Study
The study aimed to evaluate status of vocational education training in Viet Nam and determine factors that influencing to quality of vocational education training
Specifically, this study aimed:
1 To describe the profile of the respondents in terms of:
a) Age b) Gender c) Educational level d) Marital status e) Income
2 To analyze the perceptions of respondents including training staff, learners and managers in VET sector in terms of:
Trang 23g, Support policies
3 To determine factors influencing to quality of vocational education training
4 To analyze problem of VET in Vietnam
5 To recommends strategies for the improvement of vocational education programs
Hypotheses of the Study
1 There is a significant different between perceptions of respondents and respondent‟s profile in terms of age, gender, educational level, marital status, income
2 There is no significant difference in the perception of respondents in term of individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies
3 There is no significant relationship between independent variables (individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies) and quality of vocational education training
Significance of the study
In this year 2013, Vietnam government will submit to new law of vocational training and new law of Employment for National Assembly approval; Government has approved the strategy for development of vocational training stage 2011 – 2020, in which nominated Ministry of Labor – Invalid and Social Affairs to submit for government approval of the project “Basically and comprehensive innovation of vocational training” towards 2020 in order to upgrade a skilled work force to meet the demands for development of industries and contribute to the improvmeent of nation‟s productivity and competitiveness Therefore, this thesis might be benefit for policy makers in vocational
Trang 24education training sectors, skilled work force developers, vocational training institutions, industry side and related researchers
Scope and limitation of the study
The main purpose of a vocational training system is to produce the skilled workforce to meet the demand for industry needs This thesis will focus to study on lessons learned and experiences in terms of what policies and models for industry engagement in Vocational Education Training that is responsive to the needs of industry and the emerging market economy
The study assessed quality of vocational education training in Vietnam in terms of the following major seven variables: Individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies These main variables were due to the results of reviewing related literatures and studies This paper considered total provinces in Vietnam However, this research conduct surveys from two vocational training institutions each province only And within each institution, only one manager, two staffs and two learners was interviewed This study
conducted during the year 2012-2013
Definition of terms
Competency: the ability to do something successfully or efficiently; other
definition: "A cluster of related knowledge, skills, and attitudes that affects a major part of one‟s job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development." (Training magazine: July, 1996)
Trang 25Industry Skills councils (ISC): Industry Skills Councils are recognized and funded
by the Australian Government, governed by independent, industry led boards and
not-for-profit companies limited by guarantee
Skills: A skill is the learned capacity to carry out pre-determined results often with
the minimum outlay of time, energy, or both In other words the abilities that one possesses;
Sector Skills councils: Sector Skills Councils (SSCs) are independent,
employer-led, UK–wide organizations The SSCs and the UK Commission are committed to working
in partnership across the four nations to create the conditions for increased employer investment in skills which will drive enterprise and create jobs and sustainable economic growth They share a belief that the sectoral approach is the most effective way to do this
Individual characteristics: are personal nature of a person which can influence to
results of actions It also mention about capacity, personal opinions, natural reaction efforts and attitude
Training quality: refer to service quality of training, is a comparison of
expectations with performance A business with high service quality will meet customer needs whilst remaining economically competitive Improved service quality may increase economic competitiveness
Physical facilities: refer to an installation, contrivance, or other things which
facilitates something; a place for doing something: A commercial or institutional building, such as a hotel, resort, school, office complex, sports arena, or convention center In particularly of the VET, physical facilities including infrastructure, training materials, training equipment etc
Trang 26Management capacity: The management of the limits of an organization's
resources, such as its labor force, manufacturing and office space, technology and equipment, raw materials, and inventory Capacity management also deals with the capacity of an organization's processes
Job opportunities: are schemes or supports related finding job It offers both the
employer and the learners‟ opportunity to find a suitable job It includes information system to introduce jobs
Support policies: are assistances from local government or vocational training
centers to learners in finding jobs or learning necessary knowledge and technical skills
Trang 27CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Definition of VET
Vocational education training (VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques In the UK some higher technician engineering positions that require 4-5 year apprenticeship require academic study to HNC/HND or higher City and Guilds level
Vocational education training may be classified as teaching procedural knowledge This can be contrasted with declarative knowledge, as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education Vocational education can be at the secondary, post-secondary level, further education level and can interact with the apprenticeship system
Increasingly, vocational education can be recognized in terms of recognition of prior learning and partial academic credit towards tertiary education (e.g., at a university)
as credit; however, it is rarely considered in its own form to fall under the traditional definition of higher education
Trang 28Vocational education is related to the age-old apprenticeship system of learning Apprenticeships are designed for many levels of work from manual trades to high knowledge work
However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future
of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses At the post-secondary level, vocational education is typically provided by an institute of technology, university, or by a local community college
Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics,
as well as in the traditional crafts and cottage industries
A VET classification
VET is designed to prepare individuals for a vocation or a specialized occupation and so is directly linked with a nation‟s productivity and competitiveness Most literature generally considers that the concept of VET is restricted to non- university education (Cornford, 2005) More information on different types of VET is provided as follows;
Trang 29schools; they are found both in schools and workplaces as dual systems and are often operated by national ministries of education;
• Upgrade training: provides additional training for individuals who are already employed, as their jobs change, as the technology and work environment become more complex, or as they advance within the company;
• Retraining: provides training for individuals who have lost their jobs so that they can find new ones, or for individuals who seek new careers to develop the necessary competences for employment; individuals in retraining programmes, by definition have already had a labour-market experience; therefore, retraining may not have a direct connection with the occupation they already have;
• Remedial VET: provides education and training for individuals who are in some way marginal or out of the mainstream labour force; typically those who have not been employed for a long period of time or who do not have any labour-market experience; usually people depending on public income;
Cedefop (2008) offered a distinction which encompasses the previous ones: initial and
continuous educational training (IVET and CVET)
• IVET refers to general or vocational education and training carried out in the initial education system, usually before entering working life Some training undertaken after entry into working life may be considered as initial training (e.g retraining) Initial education and training can be carried out at any level in general or vocational education (full-time school-based or alternate training) pathways or apprenticeship;
• CVET is defined by the area of education or training that comes in after entry into working life and aims to help people to (a) improve or update their knowledge and/or skills; (b) acquire new skills for a career move or retraining; (c) continue their personal or
Trang 30professional development (Cedefop, 2008); continuing education and training is part of lifelong learning and may encompass any kind of education: general, specialized or vocational, formal or non-formal, etc
Across European countries, VET is shaped by widely different cultural and social-class values of vocational training status in society As a result, the role ofVET, as an organized form of education, differs from one country to another This review examines the role of VET through its benefits
Classifying VET benefits
VET benefits can be grouped using a classical typology based on the nature of results Two main categories can be identified: economic benefits and social benefits Both can be analyzed on three different levels: the micro level (the benefits for individuals); the meso level (benefits for enterprises/groups); and the macro level (benefits for society as a whole)
Figure 1: Types of VET benefits
Trang 31Some benefits may occur at the intersection of different levels of analysis, for instance when a training course in an enterprise leads to more satisfied workers that become more productive VET benefits are interdependent at different levels Countries did not report on all VET benefits reported in Figure 1 Instead, they focused on some aspects of economic and social benefits that are most prominent in research Below Box reviews the types of benefits countries reported
Trang 32Box: Economic and social benefits reported by countries
The economic dimension
The social dimension
Trang 33tolerance, trust, formal and informal networking (social and relation capital), low grade of social polarisation, etc.;
• how education and VET can reduce delinquent and criminal acts in a society
Theories of Job Satisfaction
Over very many years various theories have been developed to explain job satisfaction The researcher found these theories applicable to acquisition of skills in vocational training centers In the study two theories will be discussed namely Herzberg‟s theory and Vroom‟s theory
Herzberg’s Theory
Herzberg et al (1959) held a study of some factory workers to determine what it was really that motivated people to work They found out that work behaviors is affected
by two or hygiene factors and intrinsic or growth factors
The hygiene factors originate from human beings nature of always trying to avoid pain from the environment They also come from the learnt drives which become conditional to the basic biological needs such as hunger which is physiological and money needed to buy food for satisfying hunger
Trang 34According to them, maintenance needs include such things like social groups, comfort ,work facilities, professionals, identify wages and salaries, compensation, secure retirement, constituency, reassurance, fairness, privileges and relationship These things do not usually arise from the job itself, but are peripherally related to the job when they are inadequate They result into dissatisfaction but when they are present they do not by themselves satisfy but function as hygiene factors by making it possible for the real satisfaction to come
The factors that stem from the job itself and internally mediated are related to human nature through achievement Herzberg (1968) The needs include the feelings of using and developing one‟s skills and abilities They originate from actual work and provide satisfaction of human needs When they are absent in a work condition people remain neutral while their presence satisfy people Hence they are named satisfiers
Critics of this theory argue that it is based on a small sample of only 200 factory workers, that is accountants and engineers in United State of American They further argue that the method used has low validity This is because respondents were involved in self reporting on happy and unhappy experiences concerning their jobs This was bound to introduce bias of being able to recall the most recent job conditions The third criticism is that it offers no explanation as to why various extrinsic and intrinsic job factors should affect performance Tripath (1982)
Vroom’s Theory
Vroom‟s and Schafer developed this theory in 1964 It explains that people are motivated to do things which lead to desired outcomes and that desired outcomes could be both intrinsic and extrinsic rewards This theory says that satisfaction with a job follows
Trang 35the attainment of rewards This simply means that people are satisfied with jobs that provide them with desired rewards; however, they are not necessarily motivated to perform the job effectively
People will perform effective when their intrinsic and extrinsic rewards are contingent upon effective performance This theory asserts that people only get satisfied with the instrumental jobs providing them with their desired rewards and they will be motivated to do jobs well, when these rewards are contingent on good performance Rewards satisfy people but the contingency of rewards is what motivates people
This theory has been supported by studies that have indicated that when a job provides people with the opportunity to achieve their desired goals they will more likely be satisfied with their jobs (Glimmer, 1977 and Agarwal, 1990)
On the other hand, this theory has also met some criticism on the basis that jobs satisfaction is a function of not only what a person receives but also what he feels he should receive and what he wants to receive (Hicks and Gullet 1975).Therefore, from the above theories, it can be seen that job satisfaction is related to feelings one has towards his job in relation to what he expects, what he receives, what others receive, what others receive in similar situations and how overall the job is These theories that have been discussed above are relevant to vocational training centers where learners are expected to perform a lot of manual work that enables them to acquire skills they are taught The two theories are most applicable to this study
Trang 36Factors affecting to vocational education programs
Attitudes towards Vocational Skill Acquisition
Attitude refers to how one feels or thinks about an act towards objectives and ideas Keil (2005) defines attitude as positive or negative feelings that an individual holds about objects, persons or ideas Trainers who join technical or vocational centers for training already have formed opinions; some of these opinions are culturally based They are found
in some cultural beliefs and practices among Kenyan communities towards technically industry related work Some communities showed the low status accorded to craft and vocational education Masonry, tailoring, carpentry, driving, dressmaking and metal work are despised
The community said these jobs were for other people not their children In the report
of the commission of inquiry into education system of Kenya of 1999, Totally Integrated Quality Education and Training, TIQET, chaired by Koech pointed out that one of the hindrance to the development of a technological culture is found in some cultural beliefs and practices among a number of kenyan communities towards technically related work
Gitau (2008) argues that educationist should be liberated from this mentality Many
of them design vocational education for other people‟s children instead of designing a universal system that is suited for all children who decide to join that career including their own children
One important recommendations of the Koech commission was that education be designed to play a deliberate role of demystifying the negative attitude towards work and locally manufactured goods It is possible for trainers to build positive attitude into
Trang 37students to ensure good performance Positive attitude is an ingredient in achieving desirable performance in vocational training
Dutton (2008) asserts that immediately after independence students‟ attitude toward vocational training was very positive He further notes that it is at this time that the youth polytechnics were very vibrant Irumbi‟s (2005) study on the relationship between attitude and performance in mathematics found that attitude played a vital role in determining the pupils‟ performance in the subject
Pupils with negative attitude failed in mathematics in the Kenya Certificate of Secondary Education examinations This could possibly be applied to the vocational training to show that pupils with favorable attitude towards training will do better than those with less favorable attitude
Charlton and David (2005) point out that one of the most important factors that influence academic out come is a positive attitudinal approach to pupils performance rather than a negative attitudinal imposition of punishment for poor result When trainers reward good performance of their students, they continue to do well However, punishment imposed on learners because of poor performance is a sign of negative attitude and exposes learners to continue performing poorly
Relevance of Learning Resources in supporting Skill Acquisition
Jacques (2010) asserts that learning resources in vocational education support skills acquisition These include text books which he describes as instructional per excellence According to him they are central to training or teaching In the developing countries they constitute 85% of educational sector‟s expenditure A classroom that is deprived of text
Trang 38book promotes little skill acquisition and students are obliged to rote learning, recitation, copying from the blackboard and taking lecture notes
Hadra (2006) says that in many cases the lack and inadequacy of instructional materials seriously hampers the effectiveness of non – formal training Above all, the viability and sustainability of programs has frequently proved difficult For example, if a trainee has to effectively acquire tailoring skills he has to be provided with a sewing machine, threads, tapes, bobbin, bobbin case and fabrics This indicates that the vocational education and training requires adequate instructional resources in order for the delivery to
be adequate The adequacy of the resources gives the trainers easy time in explaining facts and learners‟ acquisition Learners are able to grasp better explanation if they are demonstrated using available resources
Maclure (2007) asserts that this sector of education has been ignored for a long time in most countries According to him, it is evident that fewer financial and human resources have been devoted to vocational education and training It is finances that enable the heads of vocational institutions to purchase learning resources that are adequate in supporting skills acquisition
Courses offered at the Vocational education training Centers
Primary school leavers from within immediate community are the trainees recruited
to vocational training centers, more so, those who miss form one places In most of these training centers, trainees take a period of two years to complete training especially those who train at the youth polytechnics They train in vocational skills such as masonry, carpentry and joinery, metal work, plumbing and tailoring
Trang 39One of the recommendations of the Ndegwa commission was that the success of vocational education training centers like the youth polytechnics depended on the support the government of Kenya gave to the development of small scale enterprises directly and through developing markets for them
Eraser Savas (2008) holds that the youth polytechnics must take initiative and develop good strategies and aggressive programs for their students that will alleviate the problems affecting people living in the neighbourhood Shiundu (2009) says that education should be concerned primarily with the development of general background attitudes while what increases knowledge and skills in a particular field is training
A study carried out by Owano (2008) on contribution of youth polytechnics found that these vocational training centers only cater for a very tiny fraction of the unemployed primary school leavers and he goes further to assert that a narrow spectrum of skills needed
in the rural areas were being taught
The recommendation of Mungai Report of (2005) explains that there should be a close link or cohesion between youth polytechnics and jua-kali sectors for providing quality training to the latter in order to improve quality of products While Kamunge Reoprt of (2008) noted that the youth polytechnics (YPs) are provided with basic facilities and equipments to enable them give quality training at artisan level
In his recommendations Koech Commission (2009) strongly pointed out that vocational training centres be encouraged to offer courses according to the needs of their localities such as short tailoring courses for upgrading courses as well Jua – kali operators and health workers for the surrounding community
Trang 40Allen (2002) notes that most vocational centers offer practical skills usually masonry, carpentry, tailoring, dressmaking, knitting, home economics and livestock rising
He, however, says that there is serious neglect for the development of business skills Most
of technical training in the micro and small business enterprise (MSE) sector is carried out through traditional apprenticeship system, particularly in manufacturing and services Apprenticeship is the largest source of skill training in the informal sector Yambo (2001)
A study carried out by the World Bank in (2000) estimated that 40% of all trainees acquire their skills through traditional apprenticeship Apprenticeship method of learning has an advantage because of its cost effectiveness King (1996)
Staff and Administration Development at Vocational education training Centers
Institutions are very important part of society They do not exist in isolation They exist
in a society with social economic and political needs and problems (IIEP workshop 1991 Dec 9th – 13th ) In this regard education is therefore planned at any level to make it more effective and efficient in responding to the social economic and political needs of the society
In regard to an institution, it is to make it more effective and efficient in responding
to the needs and goals of the institutions All these call for good and effective management Accordingly, Kamuge Report of (2008) concurs with the above statement by recommending that vocational education and training instructors be trained in pedagogy and their terms and condition of service be improved The Mungai Report of (2005) recommends that youth polytechnics management be strengthened, local authorities should give full support It further stresses that facilities of youth polytechnics be improved
The commission emphasized that the instructors should be trained in pedagogy and should also have adequate training in technical areas Moreover all managers and