The document is a position paper from the Education and Training Working Group of the Vietnam Business Forum. It focuses on two main areas: Decree 73, which sets the framework for foreign investment in education in Vietnam; and issues relating to technical and vocational education and training. Several issues and recommendations are raised regarding Decree 73 to make it more effective, such as simplifying the licensing process and clarifying requirements. For technical and vocational education, developing curriculum based on industry needs, raising institutional capacity, and establishing a national qualifications framework are discussed. Overall, improving education and training is seen as important for developing Vietnam's workforce and sustaining economic growth.
VBF - Education and Training WG - Position Paper - 1214 - ENG FinalBrian O'Reilly
This document summarizes key issues and proposed solutions regarding education and training in Vietnam. It discusses how higher education institutions need more autonomy and flexibility to adapt to changing learning styles. It also addresses issues with current laws and regulations that hinder foreign investment in education and vocational training, such as requiring the same procedures for all types of educational institutions. The document proposes allowing simpler processes for short-term training centers and distinguishing between new and reinvestment projects. It emphasizes the need to improve vocational training to meet industry skill demands through better collaboration between technical schools and businesses.
The document outlines new common norms established by the Government of India to standardize skill development programs across ministries and departments. Key points:
- A Common Norms Committee was formed with representatives from relevant ministries and states to update and revise common norms for skill development programs.
- The committee will harmonize functioning of skill development schemes, review training costs, funding norms, course categorization, and oversight of training providers.
- Common norms were established for topics like skill development definition, alignment with skills framework, input standards, outcomes, funding rates and mechanisms, monitoring and evaluation. Standardized processes aim to increase uniformity and quality of skill training nationally.
ICAI Elections -Your Vote will make the DifferenceNeha Sharma
The most crucial time for the profession of CAs i.e. 3 yearly elections of the Institute are scheduled for December 4-5, 2015. How we exercise our vote will decide future of each one of us. The role being played by the Elected Central Council & the Regional Council is very crucial and it is important to understand while voting that We need a leadership which takes the profession in a right Direction, new and larger professional opportunities are harnessed nationally as well as internationally,we meet various challenges as a profession and all members are effectively, efficiently and respectfully deliver professional services and add a highly acclaimed value to the corporate, while being in employment.
The document summarizes India's Skill Development Initiative (SDI) scheme, which aims to provide vocational training to various target groups to address the shortage of skilled labor. Key aspects include identifying skills needed by industry, developing curriculum and training programs, certifying skills through independent assessing bodies, and reimbursing training and testing costs. The goal is to train one million people over five years across 349 identified skills.
The documents discuss skills development legislation and training needs in South Africa. The main points are:
1. The Skills Development Act and Skills Development Levies Act were implemented to expand workforce skills, improve productivity and employment, and increase investment in training. They established institutions like Sector Education and Training Authorities to oversee skills development.
2. Training needs can be identified at the macro, meso, and micro levels. The macro level looks at national and international trends. The meso level addresses organizational performance issues and strategic needs. The micro level focuses on individual employee skills. Proper needs analysis is important to ensure training is relevant.
This document provides an overview of Industries Education and Training Institute (IETI), a training organization in South Africa. IETI's mission is to develop skills and promote independence through education and training. It offers accredited skills training programs across South Africa, focusing on upskilling employed and unemployed individuals. IETI's training covers a range of industries and aims to provide marketable skills to enhance trainees' employment prospects and incomes. It works closely with government, businesses and communities to identify training needs and opportunities.
The document provides guidelines for the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) skills development program for 2016-2020. Key points include:
1. PMKVY will provide short-term skills training to unemployed youth through training centers, focusing on job roles up to NSQF Level 5. Training partners will facilitate placements.
2. Recognition of Prior Learning will assess and certify individuals with existing skills and experience. Project partners can offer "bridge courses" to address skills gaps.
3. Special projects allow customized training programs for specific sectors, roles, or target groups.
4. Kaushal and Rozgar Melas will promote community mobilization
The document provides information about the Network of Vocational Education Stakeholders in Kenya (NVES), a network of Kenyan organizations working in technical and vocational education and training. The organizations work to promote quality and innovative vocational education that effectively responds to market needs by linking with the private sector, advocacy, and policy work. The network aims to build the capacity of vocational training centers through modern training technologies and innovations. The newsletter provides updates on NVES' activities, achievements, and events, including success stories of students who benefited from their dual training system approach to vocational education.
VBF - Education and Training WG - Position Paper - 1214 - ENG FinalBrian O'Reilly
This document summarizes key issues and proposed solutions regarding education and training in Vietnam. It discusses how higher education institutions need more autonomy and flexibility to adapt to changing learning styles. It also addresses issues with current laws and regulations that hinder foreign investment in education and vocational training, such as requiring the same procedures for all types of educational institutions. The document proposes allowing simpler processes for short-term training centers and distinguishing between new and reinvestment projects. It emphasizes the need to improve vocational training to meet industry skill demands through better collaboration between technical schools and businesses.
The document outlines new common norms established by the Government of India to standardize skill development programs across ministries and departments. Key points:
- A Common Norms Committee was formed with representatives from relevant ministries and states to update and revise common norms for skill development programs.
- The committee will harmonize functioning of skill development schemes, review training costs, funding norms, course categorization, and oversight of training providers.
- Common norms were established for topics like skill development definition, alignment with skills framework, input standards, outcomes, funding rates and mechanisms, monitoring and evaluation. Standardized processes aim to increase uniformity and quality of skill training nationally.
ICAI Elections -Your Vote will make the DifferenceNeha Sharma
The most crucial time for the profession of CAs i.e. 3 yearly elections of the Institute are scheduled for December 4-5, 2015. How we exercise our vote will decide future of each one of us. The role being played by the Elected Central Council & the Regional Council is very crucial and it is important to understand while voting that We need a leadership which takes the profession in a right Direction, new and larger professional opportunities are harnessed nationally as well as internationally,we meet various challenges as a profession and all members are effectively, efficiently and respectfully deliver professional services and add a highly acclaimed value to the corporate, while being in employment.
The document summarizes India's Skill Development Initiative (SDI) scheme, which aims to provide vocational training to various target groups to address the shortage of skilled labor. Key aspects include identifying skills needed by industry, developing curriculum and training programs, certifying skills through independent assessing bodies, and reimbursing training and testing costs. The goal is to train one million people over five years across 349 identified skills.
The documents discuss skills development legislation and training needs in South Africa. The main points are:
1. The Skills Development Act and Skills Development Levies Act were implemented to expand workforce skills, improve productivity and employment, and increase investment in training. They established institutions like Sector Education and Training Authorities to oversee skills development.
2. Training needs can be identified at the macro, meso, and micro levels. The macro level looks at national and international trends. The meso level addresses organizational performance issues and strategic needs. The micro level focuses on individual employee skills. Proper needs analysis is important to ensure training is relevant.
This document provides an overview of Industries Education and Training Institute (IETI), a training organization in South Africa. IETI's mission is to develop skills and promote independence through education and training. It offers accredited skills training programs across South Africa, focusing on upskilling employed and unemployed individuals. IETI's training covers a range of industries and aims to provide marketable skills to enhance trainees' employment prospects and incomes. It works closely with government, businesses and communities to identify training needs and opportunities.
The document provides guidelines for the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) skills development program for 2016-2020. Key points include:
1. PMKVY will provide short-term skills training to unemployed youth through training centers, focusing on job roles up to NSQF Level 5. Training partners will facilitate placements.
2. Recognition of Prior Learning will assess and certify individuals with existing skills and experience. Project partners can offer "bridge courses" to address skills gaps.
3. Special projects allow customized training programs for specific sectors, roles, or target groups.
4. Kaushal and Rozgar Melas will promote community mobilization
The document provides information about the Network of Vocational Education Stakeholders in Kenya (NVES), a network of Kenyan organizations working in technical and vocational education and training. The organizations work to promote quality and innovative vocational education that effectively responds to market needs by linking with the private sector, advocacy, and policy work. The network aims to build the capacity of vocational training centers through modern training technologies and innovations. The newsletter provides updates on NVES' activities, achievements, and events, including success stories of students who benefited from their dual training system approach to vocational education.
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
Sifa skills initiative for africa minutesberhanu taye
The institutions that were selected to develop the project had the highest performance in terms of their main objectives, and for example, employing youth women, working with the disadvantaged and special needs, providing training to vulnerable groups including refugees, migrants, and internally displaced persons the refugees and returnees. By providing and marketing technical and professional reference books, marketing and publishing textbooks and making them accessible to trainees and developing a short-term training manual.
Thailand has made remarkable progress in developing its human resources through education and training programs. There are several government agencies and initiatives that support human resource development in Thailand. This includes the Board of Investment which provides tax incentives for training programs, the Ministry of Higher Education which oversees education programs, and initiatives like the Talent Mobility Program and Dual Vocational Training Program. Collaboration between the public and private sectors is seen as important for developing a skilled workforce and ensuring training meets the needs of the job market. The Eastern Economic Corridor also has several centers and models focused on human resource development, such as the EEC Human Resource Development Center, to support targeted industries in the region.
Programs
We are offering a preview of our programs and previous results to those seeking introduction to U.S. Active Military and Veterans engaged or soon to be engaged in our Career
Career Transition Training, Employment, Promotions & Marketing, Social & Health, Education & Training
⦁ -We continue with you, our Client, a Promotions & Marketing Campaign
⦁ -for those who seek to introduce their companies and organizations to the veterans and active military personnel.
⦁ -Each person we are in contact with is briefed on our Social and Health Referral Program - cost free.
⦁ Every veteran is afforded an active membership in the Professional Society of Warriors'
Education & Training Program
Remarkably unique and different than any other offering of its kind
⦁ ·Military Network has cultivated and forged relationships with top IT Leadership in the industry!
Offering years of insight and benefit associated with the MOST effective Information Technology Training Centers in the Nation
⦁ an important benefit part of the process necessary to obtain top talent at no cost to the (veteran), you our client!
Image
Skill set validation complemented by industry recognized standards such as IT Certification ...
The Experience of malaysia through the Human Resources Development FundOECD CFE
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
NATS - An INDUSTRY oriented insightful Presentation over the SchemeLa Fourier Consultants
The National Apprenticeship Training Scheme (NATS) in India is a 1-year program that provides practical skills and knowledge to technical graduates and diploma holders. Under the scheme, apprentices receive training at participating organizations and a stipend, of which 50% is reimbursed to the employer by the government. Upon completion, apprentices receive a certificate of proficiency. The scheme aims to bridge the skills gap between job requirements and available candidates.
The document discusses India's National Apprenticeship Promotion Scheme (NAPS). Key points:
- NAPS was approved in 2016 to incentivize employers and support apprenticeship training. It reimburses 25% of stipends and funds basic training.
- The target is to train 5 lakh apprentices in 2016-17, rising to 20 lakh by 2019-20. 20% will be fresh apprentices each year.
- An online portal facilitates registration of employers, apprentices, and training providers. It processes contracts, payments and collects training statistics.
- So far uptake has been limited but the government aims to increase engagement with states, industries and skill development programs
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
This document provides guidelines for setting up Pradhan Mantri Kaushal Kendras (PMKK), which are skill training centers established through a public-private partnership model. Some key points:
- PMKKs will be set up across India through a clustering approach, with some districts designated as difficult/special categories. Financial support of up to Rs. 1.5-5 crores will be provided to set up the centers depending on their category.
- PMKKs must meet infrastructure requirements for space, equipment, smart classrooms, hostels etc. as outlined in annexures. Training will be provided in designated sectors approved by Sector Skill Councils, following norms for content, trainer eligibility, assessments
This document provides guidelines for the accreditation, affiliation, and continuous monitoring of training centres (TCs) in India's skill development ecosystem. It outlines a process for TCs to become accredited, which involves self-assessment, review by an inspection agency, and potential on-site inspection. TCs must meet accreditation standards set by Sector Skill Councils covering infrastructure, training programs, trainer qualifications, and more. Once accredited, TCs may become affiliated to specific job roles and are subject to ongoing monitoring including self-audits, surprise visits, and a grading system to ensure compliance and quality standards are maintained over time. The guidelines aim to bring quality, consistency and transparency to the functioning of TCs nationwide.
Government of India’s ambitious Skill India program created National Skill development council (NSDC) to create a powerful network of training ecosystem to address employment skills and support gainful entrepreneurship. Despite the best efforts of the government, partners and other agencies involved in the outcomes of Skill India program have fallen short of objectives. The problem of skilling India can’t be solved by increasing expenditure and bringing in more training partners alone. We present here the reasons for the shortfall and approaches to overcome each pain area.
The document outlines India's Apprenticeship Training Scheme. Key points include:
1) The Apprentices Act of 1961 aims to regulate apprenticeship training programs and utilize industry facilities for practical skills training.
2) The act has been amended over time to expand coverage of programs and increase flexibility.
3) Implementation is led by central and state authorities, who monitor covered employers in public and private sectors across 259 designated trades.
4) The scheme provides for stipends, contracts, and certificates to recognize completion of training periods ranging from 6 months to 4 years depending on the trade.
The document discusses the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme. PMKVY is the flagship skill development scheme of the Ministry of Skill Development and Entrepreneurship. The objective of the scheme is to enable a large number of Indian youth to take up industry-relevant skill training that will help them secure better livelihoods. The scheme has been approved for another four years until 2020 to skill 10 million youth. It is being implemented by the National Skills Development Corporation under the guidance of the Ministry of Skill Development and Entrepreneurship.
The SPRING program provides large-scale skills training and placement for rural BPL families in India. It aims to train and place 5 lakh youth in the apparel industry over 5 years to address the industry's need for 2 million skilled workers by 2010. The program's Industrial Sewing Machine Operator Training Program provides one month of practical skills training on industrial machines to make trainees eligible for minimum wage employment. Trainees are selected from rural BPL communities and guaranteed placement upon completion. The program is a public-private partnership between the government, industries, and training providers.
Vietnam is seeking to develop a more skilled workforce to support economic growth. However, the country currently has high levels of informal employment and lacks skilled labor. The document discusses several issues and makes recommendations to reform human resources training, probation periods, overtime limits, labor subleasing, and work permits for foreign employees. Addressing these challenges could help Vietnam develop its workforce and make the labor market more attractive to foreign investment.
With a headcount of around 1.4 billion in 2015, India is expected to become one of the most populous nations by 2025. The country’s population pyramid is expected to “bulge” across the 15–64 age bracket over the next decade, increasing the working age population from approximately 761 million to 869 million during 2011–2023. Consequently, until 2020, India will experience a period of “demographic bonus”.
India needs to poise itself to take advantage of this “demographic bonus”. Today, India has to focus on increasing the skilled workforce in the country, which is a dismal 2 per cent compared to 96 per cent in South Korea, 80 per cent in Japan and 75 per cent in Germany.
Given the thrust on landmark reforms like “Make in India”, both Government and industry have endorsed that the focus on Skill Development has to take priority.
Given the structural changes and the industry friendly policy changes, the January issue of the Policy Watch is a sincere endeavor to get sectoral industry views on skill development through the voices of the Chairmen of National Committees and Regional Chairmen of the various skill Sub-Committees.
The document provides information on Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme in India. It discusses the objective of the scheme which is to provide skills training and monetary rewards to Indian youth. It details the eligible sectors for training, role of National Skill Development Corporation as implementing agency, monetary rewards provided under the scheme and strategy of implementing the scheme through public-private partnerships.
On education sector in GST regime - Dr Sanjiv AgarwalD Murali ☆
1) The document discusses the impact of the proposed Goods and Services Tax (GST) regime on the education sector in India.
2) Currently, most educational services are exempt from service tax, but coaching institutes are taxed. Under GST, it appears all coaching and training services will be taxed, while education may be taxed at a lower rate or exempt.
3) The implementation of GST could have both positive and negative impacts on the education sector, such as increased tax rates but also more seamless input tax credits. Exempting or zero-rating the education sector could help reduce costs for students and parents.
The BFSI Sector Skill Council of India reported total income of Rs. 25,612,949 for the year ending March 31, 2016, down from Rs. 110,201,454 the previous year. The surplus for the year was Rs. 5,752,855, which was added to the balance brought forward of Rs. 51,371,934, bringing the total balance carried to the balance sheet to Rs. 57,341,439. Key initiatives discussed include the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme, Deendayal Antyodaya Yojana - National Urban Livelihoods Mission (DAY-NULM), Additional Skill Acquisition Programme
Writing bibliography in different styles new copyArun Madanan
This document provides examples of how to write bibliographies in APA, Vancouver, and Campbell styles. It lists the components and formatting for citing different types of sources like books, book chapters, journal articles, newspaper articles, websites, and more in each style. Key differences between the styles are provided, such as whether or not to italicize titles and the order and punctuation of elements.
The Nature of Research
Prepared by:
Billones,Rich Antoinette B.
Guevarra, Rona Mae
Wahing, Ivy Grace
Canatoy, Charl Leo S.
Adapted from:
Zennifer L. Oberio
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
Sifa skills initiative for africa minutesberhanu taye
The institutions that were selected to develop the project had the highest performance in terms of their main objectives, and for example, employing youth women, working with the disadvantaged and special needs, providing training to vulnerable groups including refugees, migrants, and internally displaced persons the refugees and returnees. By providing and marketing technical and professional reference books, marketing and publishing textbooks and making them accessible to trainees and developing a short-term training manual.
Thailand has made remarkable progress in developing its human resources through education and training programs. There are several government agencies and initiatives that support human resource development in Thailand. This includes the Board of Investment which provides tax incentives for training programs, the Ministry of Higher Education which oversees education programs, and initiatives like the Talent Mobility Program and Dual Vocational Training Program. Collaboration between the public and private sectors is seen as important for developing a skilled workforce and ensuring training meets the needs of the job market. The Eastern Economic Corridor also has several centers and models focused on human resource development, such as the EEC Human Resource Development Center, to support targeted industries in the region.
Programs
We are offering a preview of our programs and previous results to those seeking introduction to U.S. Active Military and Veterans engaged or soon to be engaged in our Career
Career Transition Training, Employment, Promotions & Marketing, Social & Health, Education & Training
⦁ -We continue with you, our Client, a Promotions & Marketing Campaign
⦁ -for those who seek to introduce their companies and organizations to the veterans and active military personnel.
⦁ -Each person we are in contact with is briefed on our Social and Health Referral Program - cost free.
⦁ Every veteran is afforded an active membership in the Professional Society of Warriors'
Education & Training Program
Remarkably unique and different than any other offering of its kind
⦁ ·Military Network has cultivated and forged relationships with top IT Leadership in the industry!
Offering years of insight and benefit associated with the MOST effective Information Technology Training Centers in the Nation
⦁ an important benefit part of the process necessary to obtain top talent at no cost to the (veteran), you our client!
Image
Skill set validation complemented by industry recognized standards such as IT Certification ...
The Experience of malaysia through the Human Resources Development FundOECD CFE
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
NATS - An INDUSTRY oriented insightful Presentation over the SchemeLa Fourier Consultants
The National Apprenticeship Training Scheme (NATS) in India is a 1-year program that provides practical skills and knowledge to technical graduates and diploma holders. Under the scheme, apprentices receive training at participating organizations and a stipend, of which 50% is reimbursed to the employer by the government. Upon completion, apprentices receive a certificate of proficiency. The scheme aims to bridge the skills gap between job requirements and available candidates.
The document discusses India's National Apprenticeship Promotion Scheme (NAPS). Key points:
- NAPS was approved in 2016 to incentivize employers and support apprenticeship training. It reimburses 25% of stipends and funds basic training.
- The target is to train 5 lakh apprentices in 2016-17, rising to 20 lakh by 2019-20. 20% will be fresh apprentices each year.
- An online portal facilitates registration of employers, apprentices, and training providers. It processes contracts, payments and collects training statistics.
- So far uptake has been limited but the government aims to increase engagement with states, industries and skill development programs
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
This document provides guidelines for setting up Pradhan Mantri Kaushal Kendras (PMKK), which are skill training centers established through a public-private partnership model. Some key points:
- PMKKs will be set up across India through a clustering approach, with some districts designated as difficult/special categories. Financial support of up to Rs. 1.5-5 crores will be provided to set up the centers depending on their category.
- PMKKs must meet infrastructure requirements for space, equipment, smart classrooms, hostels etc. as outlined in annexures. Training will be provided in designated sectors approved by Sector Skill Councils, following norms for content, trainer eligibility, assessments
This document provides guidelines for the accreditation, affiliation, and continuous monitoring of training centres (TCs) in India's skill development ecosystem. It outlines a process for TCs to become accredited, which involves self-assessment, review by an inspection agency, and potential on-site inspection. TCs must meet accreditation standards set by Sector Skill Councils covering infrastructure, training programs, trainer qualifications, and more. Once accredited, TCs may become affiliated to specific job roles and are subject to ongoing monitoring including self-audits, surprise visits, and a grading system to ensure compliance and quality standards are maintained over time. The guidelines aim to bring quality, consistency and transparency to the functioning of TCs nationwide.
Government of India’s ambitious Skill India program created National Skill development council (NSDC) to create a powerful network of training ecosystem to address employment skills and support gainful entrepreneurship. Despite the best efforts of the government, partners and other agencies involved in the outcomes of Skill India program have fallen short of objectives. The problem of skilling India can’t be solved by increasing expenditure and bringing in more training partners alone. We present here the reasons for the shortfall and approaches to overcome each pain area.
The document outlines India's Apprenticeship Training Scheme. Key points include:
1) The Apprentices Act of 1961 aims to regulate apprenticeship training programs and utilize industry facilities for practical skills training.
2) The act has been amended over time to expand coverage of programs and increase flexibility.
3) Implementation is led by central and state authorities, who monitor covered employers in public and private sectors across 259 designated trades.
4) The scheme provides for stipends, contracts, and certificates to recognize completion of training periods ranging from 6 months to 4 years depending on the trade.
The document discusses the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme. PMKVY is the flagship skill development scheme of the Ministry of Skill Development and Entrepreneurship. The objective of the scheme is to enable a large number of Indian youth to take up industry-relevant skill training that will help them secure better livelihoods. The scheme has been approved for another four years until 2020 to skill 10 million youth. It is being implemented by the National Skills Development Corporation under the guidance of the Ministry of Skill Development and Entrepreneurship.
The SPRING program provides large-scale skills training and placement for rural BPL families in India. It aims to train and place 5 lakh youth in the apparel industry over 5 years to address the industry's need for 2 million skilled workers by 2010. The program's Industrial Sewing Machine Operator Training Program provides one month of practical skills training on industrial machines to make trainees eligible for minimum wage employment. Trainees are selected from rural BPL communities and guaranteed placement upon completion. The program is a public-private partnership between the government, industries, and training providers.
Vietnam is seeking to develop a more skilled workforce to support economic growth. However, the country currently has high levels of informal employment and lacks skilled labor. The document discusses several issues and makes recommendations to reform human resources training, probation periods, overtime limits, labor subleasing, and work permits for foreign employees. Addressing these challenges could help Vietnam develop its workforce and make the labor market more attractive to foreign investment.
With a headcount of around 1.4 billion in 2015, India is expected to become one of the most populous nations by 2025. The country’s population pyramid is expected to “bulge” across the 15–64 age bracket over the next decade, increasing the working age population from approximately 761 million to 869 million during 2011–2023. Consequently, until 2020, India will experience a period of “demographic bonus”.
India needs to poise itself to take advantage of this “demographic bonus”. Today, India has to focus on increasing the skilled workforce in the country, which is a dismal 2 per cent compared to 96 per cent in South Korea, 80 per cent in Japan and 75 per cent in Germany.
Given the thrust on landmark reforms like “Make in India”, both Government and industry have endorsed that the focus on Skill Development has to take priority.
Given the structural changes and the industry friendly policy changes, the January issue of the Policy Watch is a sincere endeavor to get sectoral industry views on skill development through the voices of the Chairmen of National Committees and Regional Chairmen of the various skill Sub-Committees.
The document provides information on Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme in India. It discusses the objective of the scheme which is to provide skills training and monetary rewards to Indian youth. It details the eligible sectors for training, role of National Skill Development Corporation as implementing agency, monetary rewards provided under the scheme and strategy of implementing the scheme through public-private partnerships.
On education sector in GST regime - Dr Sanjiv AgarwalD Murali ☆
1) The document discusses the impact of the proposed Goods and Services Tax (GST) regime on the education sector in India.
2) Currently, most educational services are exempt from service tax, but coaching institutes are taxed. Under GST, it appears all coaching and training services will be taxed, while education may be taxed at a lower rate or exempt.
3) The implementation of GST could have both positive and negative impacts on the education sector, such as increased tax rates but also more seamless input tax credits. Exempting or zero-rating the education sector could help reduce costs for students and parents.
The BFSI Sector Skill Council of India reported total income of Rs. 25,612,949 for the year ending March 31, 2016, down from Rs. 110,201,454 the previous year. The surplus for the year was Rs. 5,752,855, which was added to the balance brought forward of Rs. 51,371,934, bringing the total balance carried to the balance sheet to Rs. 57,341,439. Key initiatives discussed include the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) scheme, Deendayal Antyodaya Yojana - National Urban Livelihoods Mission (DAY-NULM), Additional Skill Acquisition Programme
Writing bibliography in different styles new copyArun Madanan
This document provides examples of how to write bibliographies in APA, Vancouver, and Campbell styles. It lists the components and formatting for citing different types of sources like books, book chapters, journal articles, newspaper articles, websites, and more in each style. Key differences between the styles are provided, such as whether or not to italicize titles and the order and punctuation of elements.
The Nature of Research
Prepared by:
Billones,Rich Antoinette B.
Guevarra, Rona Mae
Wahing, Ivy Grace
Canatoy, Charl Leo S.
Adapted from:
Zennifer L. Oberio
The document discusses different aspects of research including definitions, types, and approaches. Research is defined as systematically gathering information to establish facts and reach new conclusions. The main types of research are basic research which tests theories, applied research which solves problems by applying theories, and action research which addresses local problems. Quantitative research emphasizes numbers and control while qualitative research focuses on natural settings and interpretations. Both approaches have valid uses depending on the research problem and objectives.
The sample position paper argues that all students should be required to take at least one year of foreign language in high school. It states that learning a foreign language enhances cognitive development and cultural awareness, and that being bilingual leads to greater job opportunities. In conclusion, the paper advocates that foreign language study should be a mandatory part of the core high school curriculum to better prepare students for an increasingly globalized world.
A position paper outlines an argument or viewpoint on a topic. It typically includes an introduction stating the position, several body paragraphs providing evidence and information to support the position, and a conclusion summarizing the key points. Position papers are used in global classrooms, when summarizing research, and in everyday life to help others understand a person's ideas on an issue. The body paragraphs present the current situation and the desired future situation, while the introduction and conclusion bookend the overall argument.
This document discusses how to write a bibliography, including the purposes and common styles. It focuses on the MLA style, describing how to do in-text citations and format the Works Cited list at the end. For in-text citations in MLA, a signal phrase may name the author and parenthetical citation will include the page number. The Works Cited list gives full publication details for all cited sources, arranged alphabetically by author in a specific format for books, articles, and websites.
This document provides guidelines for writing a position paper for a Model UN conference. It explains that a position paper should formally present a country's unique solution to an issue while maintaining consistency in negotiations. It recommends using the hamburger model, with an introduction about the country's history with the topic, content on national and international actions, quotes and statistics, and a conclusion with recommendations. Researchers should consider multiple perspectives and cite evidence and references to support arguments without plagiarizing. Any questions should be directed to an Undersecretary.
A bibliography is a list of all sources used in an assignment, organized alphabetically by author's last name. If no author is listed, sources are organized alphabetically by title. The bibliography includes full details of books, book chapters, journal articles, newspaper articles, encyclopedia articles, audiovisual materials, webpages, and personal communications. Personal communications are not included in the bibliography but referenced in-text. The document provides examples of how to format different source types in a bibliography using APA referencing style.
A bibliography is an orderly list of sources used in a project. It provides full reference information for all sources consulted, allowing readers to trace the sources. There are various bibliography styles like APA, MLA, and CBE used in different academic fields. These styles provide guidelines for formatting bibliographic references for various sources like books, articles, websites, and more.
The document outlines key aspects of research methodology including:
1. The objectives of research such as defining problems, formulating hypotheses, collecting and evaluating data, making deductions, and testing conclusions.
2. The different types of research including descriptive, applied, quantitative, conceptual, empirical, qualitative, fundamental, and analytical research.
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1. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 1 of 14
EDUCATION AND TRAINING POSITION PAPER
Prepared by
Mr Brian O’Reilly, Chair E&T WG
Ms Hoa Pham Co-Chair E&T WG
Education and Training Working Group
Vietnam Business Forum
Executive Summary
The Vietnamese economy continues to grow and in order to sustain this growth at desired levels
the need for quality education and training is imperative. Vietnam needs to improve the
productivity of its workforce and although a challenge at the present time with effective
strategies it can become an opportunity. This will be best achieved through a coordinated effort
by all major stakeholders lead by the Vietnamese Government.
The paper focuses on two main areas firstly, Decree 73 and secondly, issues relating to Technical
and Vocational Education and Training (TVET).
Decree 73 applies to foreign investment and cooperation projects in education and vocational
training in Vietnam. It sets out the framework for the future of foreign investment in education in
Vietnam. The quality of education in Vietnam has been an issue and this can be improved, in
part, by attracting foreign institutions that have a record of delivering quality education.
A number of issues and recommendations have been raised and made to help make decree 73
more effective in establishment of quality education institutions in Vietnam. It is important that
the decree focus on outcomes, i.e. quality graduates, and then establish the framework to make
this happen.
Having effective TVET institutions lays the foundation for economic growth by supplying work
ready graduates with the necessary knowledge, skills, and attitude to make a positive
contribution in the workplace. To achieve this it is necessary to know what competencies are
needed by industry and then developing and delivering curriculum to produce the graduates that
industry needs.
The capacity of the institutions needs to be raised to the required levels to be able to produce
these graduates. This requires training of TVET staff in areas such as leadership, curriculum
development, market research and analysis etc. In addition, TVET institutions need to be able to
attract capable students and the development of a National Qualifications Framework (NQF) and
a single articulation system for Vietnamese education.
In conclusion the Vietnamese economy continues to grow and this is of benefit to the citizens of
Vietnam. There are opportunities for Vietnam, however, it needs a highly competent workforce
to drive growth in the economy.
Quality education and training is required and this would also require the combined efforts of
relevant stakeholders working closely together to find effective solutions. The Education and
Training Working Group, through the VBF, will continue with its commitment to assist Vietnam
in achieving it economic potential.
2. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 2 of 14
3. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 3 of 14
1. Introduction
The Vietnamese economy is entering a new era with the formation of the ASEAN Economic
Community (AEC) and the Trans Pacific Partnership (TPP). This should lead to many growth
opportunities in the Vietnamese economy. However, in order to take full advantage of these
opportunities the Vietnamese workforce needs relevant knowledge and skills. The size of the
Vietnamese workforce has been a key factor in Vietnam’s economic growth, however, this
cannot continue. Vietnam needs to focus on making its workforce more productive.
A recent report from the International Labour Organisation (ILO) showed that Vietnam’s labour
productivity rate in 2013 was among the lowest in Asia Pacific. It was 15 times lower than
Singapore, 11 times lower than Japan, and 10 times lower than South Korea. In addition, another
report stated that despite considerable improvement in recent years, Vietnam’s labour
productivity is lagging decades behind regional countries. The opportunity for Vietnam is to
increase the skills of its workforce to rapidly improve the productivity of its workforce.
The World Bank report “Skilling up Vietnam: Preparing the workforce for a modern market
economy” states that “Equipping its workforce with the right skills will, therefore, be an
important part of Vietnam’s effort to accelerate economic growth and further its economic
modernization in the coming decade and more”. Therefore, efficient and effective education and
training is integral to the development of the Vietnamese workforce and economic growth.
The success in improving the quality of education and training in Vietnam will require the
combined efforts of relevant stakeholders working closely together to find effective solutions.
The Education and Training Working Group, through the VBF, will continue with its
commitment to assist Vietnam in achieving it economic potential through improvements in
education and training.
This report will focus primarily on Decree 73 and the Technical and Vocational Education and
Training through the identification of relevant issues and opportunities to improve.
4. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 4 of 14
2. Decree 73
Decree 73 replaces Decree 06, and applies to foreign investment and cooperation projects in
education and vocational training in Vietnam including foreign-invested tertiary institutions,
schools and kindergartens, twinning programs, and representative offices of foreign education
institutions. We firmly believe that the most important goal is to have quality graduates
entering the workforce and that Decree 73 is integral in this respect. The following are the
main issues raised by the education and training working group with proposed
recommendations.
2.1 Licensing-related issues
2.1.1 Requiring 3 kinds of licenses
Under the Decree 73, the working group views it as being much more complicated
than in the past, as it requests to have an investment license, then an establishment
license, then an operations license. This applies even when setting up a branch of
an already licensed organization. A lot of paperwork/steps are repeated during
these processes and assessed by many of the same departments. This results in an
inefficient use of time for investors/organizations and agencies issuing licenses.
New investors to Vietnam, as well as current investors, feel that it is far too
onerous to overcome all these complicated licensing procedures. In addition, this
is in contradiction with what was stated by the Government and National
Assembly on the investment law (i.e. simplifying administrative procedures for
investors).
The license application now has 3 steps instead of 2 like before (the additional
step is the establishment license). The application required is exactly the same for
all 3 licenses and involves the same departments for approval, which is
duplicating processes and, therefore, simplification is strongly recommended.
The investment certificate requires the involvement of 7 departments/government
bodies including the Department of Planning and Investment, the Department of
Education and Training (DOET), the Construction Department, the People
Committee of the District (they need to get 2 more Departments’ approval: the
Architects Department, and the Fire Department then finally approval by the
Peoples Committee.
The establishment license requires the involvement of 3 departments/government
bodies, which are DOET, the Provincial People’s Committee, and the Department
of Internal Affairs.
The operations license requires only the approval of DOET.
Recommendation
• Retain the two-step process previously provided in Decree No. 06 and Circular
14.
5. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 5 of 14
2.1.2 The list of application documents
Currently, the list of application documents is not clearly understood and it leads
to licensing authorities requiring similar documents for 3 kinds of licenses. This
poses a big challenge for investors.
For example, at the stage of applying the establishment license, the completed
profiles of foreign teachers that need to be submitted, include their work permit
and labour contract However, the foreign invested educational institution are not
allowed to start operating until the operation license is granted.
Articles 38 and 48 of Decree 73 states that “it needs 60 working days to issue the
establishment license and 32 working days to issue the operation license”.
Therefore, the total duration is 92 workings days, approximately 4 months. This
means that the foreign invested educational Institution must pay 4 months salary
to these teachers until they obtain the necessary licenses to commence operations.
Recommendations
• That the documents required to obtain each type of license are clarified.
• Circulars to guide the implementation of the Decree 73 need to include clear
penalties when government officials process applications in order to avoid
time-consuming delays and unnecessary costs for investors.
2.1.3 Inspection the facilities of foreign invested educational Institution
Due to ambiguous regulations in Decree 73, licensing authorities need to conduct
a number of inspections of the facilities before issuing each license. Prior to
commencing operations, each educational institution will have 3 inspections by
three different licensing authorities at the same location. This is an inefficient use
of both time and manpower for both investors and licensing authorities.
Recommendations
• Decree 73 should include provisions that classify at which period of the license
application the facilities of the foreign invested educational institution need to
be inspected.
6. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 6 of 14
2.2 Article 74 – Point 1
The following is what is proposed in Decree 73.
IMPLEMENTATION PROVISIONS - Article 74. Transitional provisions
1. Foreign-capitalized educational institutions and their campuses that have been issued
with the Investment certificates concurrently the Business registration certificates and
the Licenses to provide education before this Decree takes effect are exempted from
reappraisal, but they must supplement and complete the dossiers within 06 months as
from this Decree takes effect to be issued with the Decisions on approving the
establishment of educational institutions and campuses.
Recommendations
• If the establishment license is still retained, we respectfully recommend the Ministry
to amend Article 74 of Decree 73 as recommended below so that non state higher
education organizations can obtain a decision on approving the establishment of
educational institutions and campuses in a timely manner.
Currently, some members of the Education and Training Working Group are
preparing dossiers following the requirements as set out in this Article. However,
officials are requesting that new requirements under Decree 73 must be met instead
of requirements under Decree 06. We respectfully request that the Ministry indicates
in the guiding regulations of Decree 73 that it does not require retroactive
applications when applying for the decision.
Suggested modification to Article 74.1.
1. Foreign-capitalized educational institutions and their campuses that have been
issued with the Investment certificates concurrently, the Business registration
certificates and the Licenses to provide education before this Decree takes effect are
exempted from reappraisal, but have to submit an application for establishment
license and report actual activities in the last 3 years in order to be issued with the
Decisions on approving the establishment of educational institutions and campuses.
2.3 Invested Capital (Article 28.6)
Article 28.6: The projects of investment in establishing higher education
institutions must reach at least 150 million VND per student (not including the expense
on land tenancy). The total minimum capital is calculated when the estimated education
scale is greatest, but must not be lower than 300 billion VND.
This provision lacks clarity and creates confusion for investors.
7. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 7 of 14
Recommendations
• It is requested that the total invested capital to be calculated based on the total
number of full-time equivalent students, instead of basing it on the time when the
estimated education scale is greatest. In reality, the total education and training
capacity can be 3 times greater than the total number of full-time equivalent students.
• In addition, the total invested capital for the project will be disbursed through each
stage of the project’s expected implementation. Thus, the invested capital must be
registered on the investment certificate based on each implementation stage.
2.4 Conditions for approving educational activities (opening a new degree program)
The establishment of disciplines of university and college is prescribed in Circular No.
08/2011/TT-BGDDT dated February 17, 2011 of the Ministry of Education and Training
stipulating conditions, dossiers, procedures for opening disciplines of training university,
college level. However, this regulation on establishing disciplines is very complicated and
not in accordance with foreign-invested educational institutions.
Recommendations
• It is proposed that there should be separate regulations on establishing educational
disciplines of foreign-invested educational institutions.
• We respectfully request to make the guiding regulations of Decree 73 clear in term of
establishing new facilities for foreign educational institutions to come under one set
of separate regulation OR, as an alternative, to come under the existing regulations on
establishing new facilities under colleges and universities issued by the MOET.
2.5 Facilities and equipment (Article 29)
Not all students are present at campus at a single point of time. A student may register
from one to four courses per semester, and thus shall attend class for 3-12 hours per
week. Students will have to spend time for preparation and doing assignment that do not
require them to be present at the campus. Therefore, stipulating minimum land/floor
areas for students without taking into account the number of students present at the
campus at a point of time is not reasonable, and may bring higher costs to education
institutions that will then increase tuition fees.
Recommendations
• Minimum land/floor areas for students should not be specified in proportion to
number of students. Decree 73 should be amended to provide that the minimum
land/floor areas for students should be in proportion to the maximum number of
students present at the campus at a point of time, and not simply in proportion to
number of students.
8. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 8 of 14
Furthermore, the facilities and equipment requirements on non-state higher education
student ratio etc. may become an increasing challenge with land pressures. Therefore,
we suggest greater transparency in how the specific ratios were determined; perhaps
this ratio could be lowered.
2.6 The lack of a legal framework for extension of operation term of educational
institution
Decree 73/2012 regulated that if the educational institution registers its operation term for
more than 20 years it must meet the condition of construction its own buildings. There is
no requirement of construction its own buildings if it registers for less than 20 years.
However, the decree does not mention the situation where the operation term of the
educational institution has expired. In this case, the licensing authority will add the
previous term to the extended term, and is the total is greater that 20 years then the
conditions of construction of its own building will apply. This is deemed very unfair and
needs to be revised.
Recommendations
• We respectfully request the MOET to amend Article 29.6 of Decree 73 as follows: A
foreign-capitalized educational institution that register or applies for extension of
operation’s license for less than 20 years do not have to build their own facilities.
• The amendment to Decree 73 should add more regulations on registering extension
the operation term is less than 20 years, will not require construction of its own
buildings.
2.7 The teaching staff (Article 31)
2.7.1 Minimum qualification of instructors
We are very much concerned about requirements for teaching staff being too
high/challenging for some transnational education delivery especially:
o For tertiary education institutions, 60% of course modules must be delivered by
permanent teachers, and 80% of teaching staff must hold postgraduate degrees.
o Article 10.2.b. mandates the minimum qualification of instructors at college
level to be a master degree.
Recommendation
• We respectfully request the Ministry and the Government to re-consider
amending this clause to reflect the reality that professional instructors in a
range of fields may not have post graduate education. However, they earn
their expertise and mastery through years of practicing, which may be
certified by a professional association. Their instruction is indispensable to
the students in the program. Examples of those fields include culinary art,
performing art, and fashion design amongst others
9. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 9 of 14
2.7.2 Years of teaching experience of foreign lecturers
A number of foreign lecturers are highly experienced experts in their professions,
especially in design, fashion and textile programs. However, they do not possess 5
years of teaching experience in the same teaching area. As the requirements for
study in those programs have increased, we have tried hard to find appropriate
candidates with 5 years of teaching experience in the same teaching area, but still
are not be able to recruit sufficient lecturers meeting these requirements
Recommendation
• It is recommended that Decree 73 be amended to decrease number of years of
teaching experience of foreign lecturers in special teaching areas such as
design (digital media), fashion (merchandise management) to less than 5 years.
The combination of experience and qualifications in the relevant field should
be considered.
2.7.3 Requirements for recruitment of English language teachers
As with the case of foreign lecturers in special teaching areas as mentioned above,
the recruitment of English teachers has been difficult due to scarcity of supply in
the Vietnamese market. In reality, very few English teachers possess Bachelor
degrees in linguistics or English language teaching (as required by Decree 73).
Moreover, we need to recruit seasonal or part-time English teachers who are
currently teaching at some other foreign language centres, as long as they meet
our qualification requirements. Even though they have already obtained work
permits to teach at other centres, we must also submit another complete work
permit application package for obtaining another work permit for such sessional
or part-time English language teachers (as required by Decree 102). Such
regulations and administrative procedures have been very time consuming and
costly for our operations.
Recommendations
Our recommendations are as follows:
• Recruitment of English teachers who possess Bachelor degrees in any field of
study (not necessarily in linguistics or English language teaching), as long as
they are native English speakers; and
• Part-time or sessional English language teachers to use one work permit to
teach at multiple schools or language centres.
10. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 10 of 14
2.8 The lack of a legal framework on operation area of foreign-invested educational
institutions after obtaining the operating license and starting operations
Currently, there is only Decree 73/2012/ND-CP governing INVESTMENT but there is no
clear regulations in place at this time governing the OPERATIONS of schools. Therefore,
during the operations of educational institution, it is not clear of what regulation will be
applied.
With regard to the appointment and recognition of a school principal, different authorities
have different opinions. Some authorities have asked that the principal is required to be
registered and formally recognized while others advised that there is no need to for formal
recognition when it is autonomic decision of school.
Recommendation
• We recommend having transparency and clarity in the legal documents that regulate
the operation area of foreign-invested educational institutions. Furthermore, there
should be a clear classification between foreign-invested educational institutions and
100% Vietnamese institutions to avoid misunderstanding and wrong application.
Without the clarity, it will be difficult for state authorities to manage effectively the
area of foreign-invested educational institutions.
2.9 The limitation on the percentage of Vietnamese students. (Article 24)
The limited percentage 10%, 20% of Vietnamese students allowed to join international
schools as per provided in Article 24 of Decree No.73 are extremely unreasonable because
of some reasons:
o The demand of Vietnamese students to study in international schools is increasing
exponentially. If the Government does not allow them to join international schools in
Vietnam, they will go overseas to study. In fact, the number of Vietnamese students
going overseas to study is increasing annually with currently more than 110,000
students in 47 countries with the school fees between USD 30,000 to USD 40,000 per
year. Vietnam is exporting about USD 3 billion every year for education.
o Foreign investment in education is very limited especially in the second-tier cities and
provinces in Vietnam. This is because of the 10%/20% rule regarding the number of
Vietnamese students allowed to join international schools based on the number of
foreign enrolled students. If the foreign invested institutions have no foreign students,
then no Vietnamese students can enrol. The fact is almost all cities and provinces apart
from Hanoi and Ho Chi Minh where have a few foreigners come to work and live, it
seems having no foreign students for enrolment, it shall have no Vietnamese students
are allowed to study. As consequence, foreign investment in education is closed to
second-tier cities and provinces in Vietnam.
Recommendation
o The quality of the Vietnamese education system needs to improve and to achieve this
the presence of foreign investment in education is very necessary. The Government
should end this limitation but add more conditions to ensure that Vietnamese students in
international schools to learn and retain their Vietnamese culture and traditions.
11. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 11 of 14
2.10 Hospitality education
We also respectfully request the Ministry to add new clauses to address the absence of a legal
framework to allow a university to operate a commercial restaurant or hotel as a practicum
facility where full time training takes place. This format of hospitality education enables students
to conveniently and smoothly learn theory, to practice with real customers, and to return to
theory afterwards. This format requires the learning environment to be the same as the practical
one, where real customers are served. There is a great need for teachers with experience in the
field and that students have the opportunity to practice in the field to become work-ready
graduates.
12. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 12 of 14
3. Technical and Vocational Education and Training (TVET)
In order to improve the Vietnamese economy and to take advantages of the opportunities from
membership of the AEC and TPP, Vietnam will need a high-skilled workforce. The Vietnamese
Government has put vocational skills training and boosting employment at the heart of its
development goals. Its plan is that by 2020, trained skilled workers will make up 55% of the
labour force. The Government also wants to tailor its vocational training more to the needs of the
business community, so it is promoting the expansion of vocational education and training
provision and improvements in the quality and needs-based focus of training. The Government
also wants to tailor its vocational training more to the needs of the business community, so it is
promoting the expansion of vocational education and training provision and improvements in the
quality and needs-based focus of training.
3.1 Meeting industry needs
In order to reduce the mismatch of skills demand and supply at the technician level,
Technical and Vocational Education and Training (TVET) institutions should make more
effort to improve training programs by carefully analysing the needs of industry. This will
ensure that graduates from TVET institutions have the skill sets required by industry both
now and in the future.
To accomplish this would require coordination between the MOET, MOLISA, TVET
institutions, Industry and also the involvement of initiatives funded by foreign
governments. The Vietnam Development Partnership Forum (VDPF) TVET sector
network organized by GDVT would also be able to provide support here in addition to
other areas of TVET activities.
Recommendation
It is recommended that the skills needs of Vietnamese industry be identified to provide the
TVET institutions with the market knowledge they need to develop appropriate curriculum for
the market. The colleges should be involved in identifying the needs of industry to meet local
demand and have autonomy to link more closely with industry.
3.2 Building the capacity of TVET Institutions
In addition to identify in the needs of industry the capacity of the TVET institutions needs
to be raised in order to provide them with the capability to meet the needs identified in 3.1
above. Areas including the following need to be addressed:
o Organization and Management
o Vocational Teachers and Teacher Development
o Quality Assurance and System Accreditation
o Curriculum development
o National Skills Standards and Certification
o Assessment and Certification
13. Education and Training Working Group – Position Paper Vietnam Business Forum: December 2015
Page 13 of 14
There are already a number of initiatives underway including the following:
o The Vietnamese Skills for Employment Project (VSEP) - Canada
o Vietnamese - German Programme Reform of TVET in Viet Nam
o Japan International Cooperation Agency (JICA)
o The Higher Engineering Education Alliance Program (HEEAP) - USA
Recommendation
• It is recommended that the Vietnamese Government liaise with the various initiatives
mention above and other initiatives to have a coordinated approach to the capacity build
of the TVET institutions. It would also help the various projects focus on their outcomes
while taking into account the outcomes of the other initiatives. It would also help reduce
overlap.
• The Vietnam Development Partnership Forum (VDPF) TVET could help with this
coordination work.
3.3 Attracting students into TVET institutions
One of the issues facing TVET institutions is the fact that high school students want to go
directly into University. In addition, it is now easier to enter University due to the lower
entry requirements. University degrees are held in high regard even though many graduates
with University certificates are unable to find relevant work.
The formulation of a single articulation system for Vietnamese education would also help
to make TVET more attractive. The reform of the TVET system needs a coordinated,
articulated approach so that students’ training is not dead-ended and they ‘system’ as a
coordinated whole will attract high-achieving students into careers with a future.
Recommendations
• In order to persuade more high school students to become interested in vocational
training programs, it is suggested that the Government should improve the paths that
vocational college graduates can use to transfer to university courses. It is
recommended that the Vietnamese Government continue working on a National
Qualifications Framework (NQF) so that students undertaking studies at TVET
institution can have this study officially recognised. This will also provide TVET
students with recognition for prior learning if they want to continue their studies at
University.
• Industry also needs to work with TVET institutions so that students graduating from
TVET institutions, with work ready skills are given recognition by industry for having
these skills.
• It is recommended that MOET and MOLISA work together to develop a single
articulation system for Vietnamese education.
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4. Other Issues
4.1 Overseas/Online Learning
The Vietnamese regulatory environment makes it difficult for students to gain recognition
for overseas qualifications delivered in Vietnam part online (i.e. blended learning modes)
even though these qualifications are issued by the overseas university as meeting all the
same quality assurance requirements as the same courses delivered by 100% face-to-face
mode.
In Australia, for example, where there is a robust quality assurance system in place, a
university must satisfy the national regulator TEQSA that blended courses leading to an
Australian qualification meet the course accreditation standards and are equivalent
wherever the qualification is delivered regardless of delivery mode. Online/blended
delivery is an emerging global trend and is a cost-effective, flexible and innovative way to
deliver quality education. It can help Vietnam improve access to quality education and
overcome challenges such as an imbalance in the level of development in different regions
of the country.
Recommendation
• The VBF would like to see greater flexibility in the regulation to allow the Vietnamese
Government assess applications for course accreditation from Foreign education
providers to deliver courses with an online component and to recognise the
qualifications of students undertaking such courses.
5. Conclusion
The Vietnamese economy continues to grow and this is of benefit to the citizens of Vietnam.
With membership of the TPP and AEC Vietnam has a great opportunity to grow it economy and
become an even more prosperous nation. To achieve this Vietnam needs a highly competent
workforce with the knowledge and skills to drive growth in the economy.
Quality education and training is required to provide the skilled workforce to maintain this
growth. We have focused on two main areas in this paper that will help Vietnam to raise the
quality of its education. Through effective legislation and a robust TVET system Vietnam will
continue to prosper and take advantage of the many opportunities coming its way.
As mentioned in our introduction this would require the combined efforts of relevant
stakeholders working closely together to find effective solutions. The Education and Training
Working Group, through the VBF, will continue with its commitment to assist Vietnam in
achieving it economic potential.
We look forward to seeing progress in the above areas and again would like to thank the VBF for
inviting us to contribute to this important forum.