2. NORMATIVE AND ADMINISTRATIVE REFORM
Achieving a comprehensive and efficient reform of the
national education and training system and
establishing an open, flexible and permeable Technical
and Vocational Education and Training (TVET) system
is consistently called for in Viet Nam’s Party and
government policies since 2013 .
3. After the Vocational Education and Training (VET) Law came
into effect in 2015, a system of normative documents and
guidelines has been developed with the aim to facilitate an open,
flexible and permeable TVET system and to support TVET
institutes to deliver high quality TVET services. However,
challenges remain, including limited policy informed by evidence
and lessons learnt and the inflexibility of mechanisms that do not
allow the system to respond effectively to changing industry
needs
4. Program Reform of TVET Resulted to
About 100 TVET administrators of DVET
have been trained on administrative reform policy and international cooperation
in TVET;
At least 63 Department of Labour, Invalids and Social Affairs (DoLISA)
representatives and management staff
of 50 TVET institutes have been trained on administrative reform policy and
international cooperation in TVET;
A series of seven thematic review papers on permeability, reformed
administrative procedures
in TVET and an open, flexible and permeable TVET system has been compiled.
They are used as resources for policy
5. Advice was provided and integrated in various normative documents
and regulated guidelines on autonomy, effective financing mechanisms for
TVET, learning outcomes and criteria of high quality TVET institutes;
A series of consultative events was organized
to support the development process of the TVET strategy period 2021-2030,
vision to 2045; a project proposal on piloting college-level vocational training
for junior secondary students was developed;
The review of TVET policies lead to the publication of a book on
“normative documents",
which was recognised as a helpful reference material, especially to
international partners.
6. HIGH QUALITY TVET INSTITUTES
Viet Nam’s dynamic economic development is reflected in its
transformation from one of the world’s poorest nations to a lower
middle-income country in a very short time. This success is put at risk
by increasing consumption of resources, environmental pollution and
a significant shortage of skilled workers.
7. Currently, only 26% of Viet Nam’s labour force has a professional
qualification. The technical and vocational education and training (TVET)
sector in Viet Nam is not yet capable to meet the current and future
demand of Viet Nam’s growing economy. To overcome these challenges,
the Programme Reform of TVET in Viet Nam is supporting eleven TVET
institutes in Viet Nam to become High-Quality TVET Institutes (HQTIs) and
provide demand-oriented training.
8. HQTIs provide services to improve the Vietnamese TVET sector and the
employability of the workforce. HQTIs offer high quality initial and further
training programs based on international standards in close cooperation with
the industry. Moreover, each HQTI can fulfill additional functions for the TVET
system, such as:
• Further training for TVET teachers;
• Further training for skilled and semi-skilled workers, unemployed,
marginalised and disadvantaged people
• Advisory services for management personnel of other TVET providers to
develop and implement labour-market relevant training;
• Act as a hub for national and international TVET networks;
• Support TVET innovation and applied TVET research activities;
• Act as an assessment and certification center;
9. The Programme Reform of TVET in Viet Nam supports eleven TVET institutes in
becoming HQTIs in the occupations
• Mechatronics;
• industrial electronics;
• metal cutting;
• construction mechanics;
• electronics for energy and building technology;
• mechanics for sanitary;
• heating and climate technology and
• sewage engineering;
12. On 28 February 2022, the event “Brown Bag Lunch – Introduction to the
Cooperative Training Programme and Work safety in workshops” was
successfully held with the enthusiastic participation of students of 5
German-standard pilot classes from 3 occupations: Mechanics for
Sanitary, Heating and Climate technology; Electronics for Energy and
Building technology; and Industrial Electronics at the College of Machinery
and Irrigation (VCMI).
13. QUALITY ASSURANCE AND TVET REPORT
The Viet Nam Vocational Training Strategy 2011-2020 defines
quality assurance and management as one of the key
solutions towards a stronger technical and vocational
education and training (TVET) system.
14. The Programme Reform of TVET in Viet Nam provides support to TVET
institutes and the Viet Nam Vocational Education and Training Accreditation
Agency (VETA) to strengthen the performance of the Vietnamese TVET
quality assurance system. Its technical advisory is targeted at i) improving
both internal and external quality assurance, ii) the harmonization between
internal and external quality assurance, and iii) monitoring and evaluation of
the national TVET quality assurance system.
15. As the product of a trilateral cooperation between the German Federal
Institute for Vocational Education and Training (BIBB), the Vietnamese the
National Institute of Vocational Education and Training (NIVT) and the
Programme Reform of TVET in Viet Nam, the annual Viet Nam TVET Report
serves as an exercise and a tool to enhance the monitoring of the TVET
system. It provides decision-makers with data, statistics and evidence to
inform the policy-making process and thus contributes to enhancing quality
and the overall performance of the TVET sector.
16. RESULTS
Positive developments that result from joint efforts between the Programme
Reform of TVET in Viet Nam and its local partners in the area of quality
assurance and sector monitoring include:
The annual Viet Nam TVET Report
is nominated as a best practice in the
ASEAN TVET community. The annual
reports have been published and made
accessible to wide audiences since 2011.
The continued cooperation
between BiBB and NIVT
results in consistent capacity
development for Vietnamese
TVET researchers, and various
joint research missions to
enhance evidence-based
policymaking in general and
the development of the Viet
Nam TVET strategy 2021-2030
in particular
Quality assurance tools
were developed and transferred to TVET
institutes e.g. enterprise surveys, tracer
studies and workshop management tools
17. Accreditation standards and criteria
that embrace and reinforce the
involvement of the business sector in TVET
are developed
Capacity development measures
were provided to core quality assurance
officials in cooperation with the Regional
cooperation programme to improve the
quality and labour market orientation of
TVET (RECOTVET) in the Association of
South East Asian Nations (ASEAN)
Capacity development
for TVET accreditors
whose work is essential to
the accreditation system,
especially since the
establishment of the first
independent TVET
accreditation agencies in
2019.
18. TRAINING PROGRAMMES FOLLOWING VIETNAMES REQUIEREMENTS
AND GERMAN STANDARDS
MODULAR BASED
TRAINING
PROGRAMMES FOR
COOPERATIVE
TRAINING
ACCORDING TO
INTERNATIONAL
STANDARDS
The Government of Viet Nam is supported by
the German Federal Government through the
Vietnamese – German Cooperation
“Programme Reform of TVET in Viet Nam”
(TVET Programme). This Programme is
implemented by Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ)
together with the Vietnamese Ministry of
Labour, Invalids and Social Affairs (MoLISA).
19. Characteristics of the training programmes
The training programmes are demand oriented and highly permeable
between different training levels. They also meet the requirements
formulated in Circular No.03/2017/TTBLDTBXH of the Ministry of Labor,
Invalids and Social Affairs prescribing the procedures for development,
appraisal and issuance of the curriculum. The modules are practice-
oriented from basic to advanced level with integrated elements of:
• Digitalisation and I4.0- Greening TVET, environmental protection
• Occupational safety and health
• Gender and Inclusion
20.
21. With this training programme structure, TVET institutes can flexibly
implement cooperative training at different levels at their own institutes and
at partner companies according to needs and capabilities. In addition to
long-term training at intermediate and college levels, TVET institutes can
also apply/ modify training modules to implement short-term or advanced
training for workers and job seekers according to specific requirements.
37. TVET Initiative towards Digitalization
Digital transformation and the fourth industrial revolution are rapidly
changing the skills demanded by the industry and how these skills are
delivered in TVET education. While the specific requirements for sectors
and skills demand are still unclear, there is a consensus that skills
requirements will be changing a lot faster. As a result, TVET systems must
become more flexible, quicker to adapt, and put a greater focus on lifelong
learning.
