I. An overview on the major reforms of
Vietnamese VET system
* The reform of Vietnamese VET system
According to the Education Law 2005 and
Law on Vocational Training 2006, the national
education system of Vietnam comprises 2
parallel vocational training qualications at
both secondary level and collegial level which
were improperly managed by two separate
state management agencies. This caused a
difculty in developing the entire VET system.
As a result, the introduction of the VET Law
2014 has restructured the Vietnamese national
education system and change the VET system
in a comprehensive manner. The new system
comprises 3 levels of vocational training:
elementary, secondary, and collegial levels
(Figure 1). And all these levels of vocational
training are managed by a single management
agency - Ministry of Labor - Invalids and Social
Affairs (MOLISA) instead of previous duplicated
management structure in VET (MOLISA and
Ministry of Education and Training) (Vu Xuan
Hung, 2014).
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28 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
CONNECTING TVET INSTITUTES WITH ENTERPRISES -
EXPERIENCE AFTER THE REFORM OF THE VIETNAMESE
TVET LAW
VU XUAN HUNG
1
Email: hungvdtn@gmail.Com
1 Directorate of Vocational Education and Training
Within the new Law on Vocational Education and Training coming into effect on 1st July 2015.
many important contents have been institutionalized that change the whole education system in
general and Vocational Education and Training (VET) in particular. After a brief overview of the
key changes, this paper will focus on the understanding of work-based learning in VET especially
the cooperation between TVET (Technical Vocational Education and Training) institutes and
enterprises.
I. An overview on the major reforms of
Vietnamese VET system
* The reform of Vietnamese VET system
According to the Education Law 2005 and
Law on Vocational Training 2006, the national
education system of Vietnam comprises 2
parallel vocational training quali cations at
both secondary level and collegial level which
were improperly managed by two separate
state management agencies. This caused a
dif culty in developing the entire VET system.
As a result, the introduction of the VET Law
2014 has restructured the Vietnamese national
education system and change the VET system
in a comprehensive manner. The new system
comprises 3 levels of vocational training:
elementary, secondary, and collegial levels
(Figure 1). And all these levels of vocational
training are managed by a single management
agency - Ministry of Labor - Invalids and Social
Affairs (MOLISA) instead of previous duplicated
management structure in VET (MOLISA and
Ministry of Education and Training) (Vu Xuan
Hung, 2014).
Abstract:
Keywords: Law on Vocational Education and Training, enterprises, reform
Volume 63 - No.12/2018 . 29
RESEARCH, EXCHANGE
* Reform of training curriculum
The previous Law on Vocational Training
stipulated that MOLISA is in charge of issuing
frame curriculum for every occupation at
intermediate and collegial level. Based on
that frame curriculum, TVET institutes might
be able to develop a training curriculum in
detail. Now, the frame curriculum is no longer
issued by the Government but developed
by TVET institutes themselves based on
required training outcomes and the National
Quali cation Framework (NQF) (Vietnamese
Prime Minister, 2016).
* Reform of the organization, training
management
If in the past, vocational education and
training was organised base on time only,
the VET Law now stipulates two new modes
of training: module-based accumulation and
credit-based accumulation. TVET institutes
have the rights to select the training mode that
is suitable to their conditions.
* Reform of testing, examination,
graduation, and certi cation
With the new training mode, VET law
de nes that learners who follow the training
modes of modules accumulation or credit
30 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
accumulation have accumulated suf ciently the
modules or credits required for the respective
training programmes then they can be
awarded certi cate without nal examination.
Those who complete a training programme of
the diploma level can be awarded diploma and
recognised as practical engineer or practical
bachelor depending on the training occupation.
* Reform of policies for learners
The reform of policies for learners
is considered as a solution for attracting
and mainstreaming learners to vocational
education and training. Accordingly, learners
are exempted training fee if they are: of the
group of special policy; graduates of lower
secondary schools (grade 9) when enrolling
to the VET intermediate level; if undertaking
occupations with dif cult enrolment but of the
society’s high demands and other occupations
of special characteristics. Moreover, learners
will enjoy boarding policy if they belong to
ethnic minority groups, poor and pro-poor
households, persons with disabilities; Kinh
people of poor and pro-poor households,
persons with disabilities.
* Reform of policies for TVET institutes
In the new VET Law, TVET institutes,
regardless of their status as public or private
institutions, are entitled to apply for tenders,
training orders given by the State, preferential
loans from domestic or international projects,
fundings, participate in further training programs
for trainers/teachers and management staffs
from the government budget, and enjoy
preferential tax rate.
* Reform of policy on connecting TVET
institutes with enterprises
Enterprises participate in vocational
education and training activity as a stakeholder
may enjoy equal rights and responsibilities.
Enterprises have right to establish their own
TVET institutes, organize VET training programs
at elementary and continuous training mode,
involve in the development of occupations list/
majors, provide internship programs, develop
curriculum, give training delivery on their
own. Along with TVET institutes, enterprises
may provide internship guidance, assess the
learning outcomes, and provide collaborative
training delivery at elementary, intermediate,
collegial levels and continuous training mode
upon orders from TVET institutes and State.
In addition, enterprises are exempted from
income tax for all VET-related activities they
conduct.
Beside these main features, VET Law
also gives many other contents related to
accreditation, socialization, and international
cooperation in VET, etc. (Vietnam National
Assembly, 2015) which contribute to an
inclusive and foundational change for
Vietnamese VET system.
2. The Situation of TVET institutes-
enterprise linkage
* The network of under-enterprise
TVET institutes
Up to December 2017, there were 1,974
TVET institutes nationwide including 388
colleges, 551 VET secondary schools, and
1,035 vocational training centers. However, the
number of under-enterprise TVET institutes is
still limited (Directorate of Vocational Education
and Training (DVET), 2017).
Of all 388 colleges, there were 46 colleges
belong to enterprises which accounted for
11.8%; and there were 82 under-enterprise
VET secondary schools accounted for 14.8% of
the total number of VET schools in the country,
and VET centers and other types of training
centers were 355 accounted for 34.3% (Figure
2) (National Institute for Vocational Education
and Training (NIVET), 2017).
Volume 63 - No.12/2018 . 31
RESEARCH, EXCHANGE
Figure 2. Number of under-enterprises TVET institutes
(Source: Directorate of Vocational Education and Training - 2016)
However, the number of under-enterprise
TVET institutes stays low and yet to satisfy the
training demand of the enterprise. On the other
hand, these under-enterprise TVET institutes
are mainly located in However, the number
of under-enterprise TVET institutes is still
limited. This small number cannot fully meet
the training demand of enterprises. Moreover,
under-enterprise TVET institutes (including
colleges and TVET institutes) are normally
only concentrated in certain large socio-
economic areas. For example, the number of
under-enterprise colleges and TVET institutes
located in the Red River Delta accounted for
46.1% (59 colleges and TVET schools) of the
total number of under-enterprise colleges and
TVET institutes across the country, and the
number of those located in the Eastern South
accounted for 23.4% (30 colleges and TVET
institutes) of the total under-enterprise colleges
and TVET institutes (Figure 3).
Figure 3: Number of under-enterprises TVET institutes
by socio-economic regions
32 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
* The cooperation between TVET
institutes and enterprises under the
changes of the new VET Law
In order to obtain information on the
situation of cooperation between TVET
institutes and enterprises, in 2017, NIVET and
Vietnam Chamber of Industry and Commerce
(VCCI) jointly conducted 2 independent
surveys at 79 enterprises and 88 TVET
institutes (NIVET, 2017).
According to the results of the survey,
32.8% of the 88 interviewed TVET institutes say
that they maintain cooperation with enterprises
on a regular basis; 6.9% of the surveyed TVET
institutes do not maintain any cooperation with
enterprises. Of the 79 surveyed enterprises,
enterprises that maintain regular co-operation
with TVET institutes account for only 12.3%;
enterprises that do not have cooperation
relationship with any TVET institutes account
for 46.2% (Figure 9.1). The result of the survey
shows that the percentage of enterprises which
maintain cooperation with TVET institutes is
not high.
Figure 4:
Cooperation between
TVET institutes and
enterprises
Figure 4: Cooperation between TVET institutes and enterprises
(Source: Vietnam Vocational Education and Training Report 2016)
Of the 79 surveyed enterprises, the most
common form of TVET cooperation is to offer
internships in enterprises (25 enterprises); to
inform about their requirements on learning
outcomes (17 enterprises). The participation
of enterprises in developing occupational
standards and learning outcomes, de ning
occupation pro les and developing training
modules is very limited (2 enterprises). The
level of cooperation between enterprises and
TVET institutes is varied among enterprise.
The majorities of enterprises only receive
TVET graduates for internship and provide
information on training needs. Other enterprises
may get closer cooperation with TVET institutes
by various ways such as receiving TVET
trainees for in-company internship, organizing
cooperative training with TVET institutes,
assessing on the learning outcomes at TVET
institutes, and jointly developing occupational
skills standards, etc. (Figure.5).
Volume 63 - No.12/2018 . 33
RESEARCH, EXCHANGE
Figure 5: Form of
cooperation between
TVET institutes and
Figure 5: Form of cooperation between TVET institutes and
(Source: Vietnam Vocational Education and Training Report 2016)
The results of the survey at 79 enterprises
show that the most common reason why
enterprises do not establish cooperation with
TVET institutes is they do not have training
needs, as responded by 44% of the surveyed
enterprises. Besides this reason, 25% of the
surveyed enterprises explain that they do not
have any specially appointed staff to work with
TVET institutes and about 15% of the surveyed
enterprises say they do not know how to
establish contacts with TVET institutes.
Meanwhile, the survey conducted by
NIVET at 88 TVET institutes discloses that
31% of the surveyed TVET institutes do not
cooperate with enterprises mainly because
they cannot establish contacts with enterprises;
another 31% explain that enterprises do
not have the need to cooperate with them.
In addition, many TVET institutes do not
cooperate with enterprises because they do
not have special staff in charge of business
cooperation (25%) (Figure.6).
34 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
Figure 6: Reasons for lack of cooperation between enterprises and TVET institutes (in%)
(Source: Vietnam Vocational Education and Training Report 2016)
* Successful model of cooperative
training between TVET institutes and
enterprises.
In the recent years, some cooperative
training model between TVET institutes and
enterprises has proved to be effective under
the support of funded projects and programs,
especially “Programme Reform of TVET in
Viet Nam” which were piloted by (i) the Project
“Vietnamese-German Vocational Training
Centre-Hai Phong Vocational Polytechnic
College” in metal cutting/CNC occupation;
(ii) the “Cooperative Training Programme
for Mechatronic Technicians of University of
Technology Education (UTE) Hung Yen” in
cooperation with two German companies,
Messer and B. Braun; and (iii) Programme
Field Activity “TVET for Skilled Workers in the
Wastewater Sector” of Ho Chi Minh Vocational
College of Technology (renamed College of
Technology II). It can be said that these
model are potent examples of strong linkage
between TVET institutes and enterprises.
Under these piloted training model, apart from
studying at school, learners will be received
for internship and get a job at the enterprise.
However, these models are merely within
piloting scope and yet to be replicated to the
whole system.
With the support of VCCI and the Nordic
Union of Employers, Dong Nai College of
High Technology (DCoHT) worked together
with enterprises to establish quality advisory
boards which aim at improving demand-
oriented vocational training. The Quality
Advisory Board in the Automobile Occupation
was established in 2012, including teachers
and technical experts from TOYOTA Bien
Hoa, Ford, HUYNDAI Do Thanh and Chu
Lai-Truong Hai Vocational College. In 2013,
Volume 63 - No.12/2018 . 35
RESEARCH, EXCHANGE
DCoHT established a Kitchen-
Restaurant Quality Advisory
Board with the participation of
Saigon Tourist School, REX
Hotel, Riverside Renaissance
Hotel and Pandanus Resort.
The cooperation
between the college, the
business sector and VET
authorities through the quality
advisory board is shown in
the bellow gure (Figure 7).
The function of the
Quality Advisory Board is to
advise DCoHT on identifying
training needs for the present
and for the next 3-5 years;
identify training objectives
and learning outcomes for
each occupation; propose
changes in the curriculum
aligned with the practice demand and international standards; recommend criteria for training
quality assessment; propose time and location for students’ internship and job placement; assess
achieved results and suggest changes, if required.
In addition, within the framework of the
Vietnamese-German “Programme Reform of
TVET in Viet Nam”, LILAMA 2 International
Technology College is supported in providing
demand-oriented quali ed technical and
vocational education and training based
on occupational standards that were jointly
developed with the business sector and are
equivalent to German standards.
In 2016, LILAMA 2 made a signi cant
step in developing occupational standards
and cooperative training programmes for four
industrial occupations in close cooperation
with leading companies and professional
associations in Viet Nam. These four
occupations are “Mechatronics Technician”,
“Metal Cutting-CNC Technician”, “Construction
Mechanics Technician” and “Industrial
Electronics Technician”.
The occupational standards have
been developed based on the demand of
the Vietnamese business sector. German
standards served as an international
benchmark and were adjusted according to the
needs of the Vietnamese labor market. Strong
involvement of Vietnamese professional
associations and more than 52 professionals
of leading companies, supported by German
experts, is one of the success factors.
Based on the developed occupational
standards, comprehensive three-year
cooperative training programmes were jointly
developed with relevant stakeholders. In these
training programmes, LILAMA 2 plays the role
of a traditional vocational college for teaching
common subjects and professional knowledge.
Furthermore, the College has taken the role
of an inter-company training center where
fundamental occupational skills are trained by
quali ed practical teachers in its state-of-the-
art equipped workshops. Speci c necessary
occupational practical skills and knowledge
are trained during the 3-year cooperative
training programme mainly in the companies’
workshops with structured on-the-job training
phases. The equivalence between the content
of the occupational standards and cooperative
training programmes and the corresponding
36 . Volume 63 - No.12/2018
RESEARCH, EXCHANGE
German standards is con rmed by the
Chamber of Skilled Crafts of Potsdam and of
Erfurt, Germany.
* Cooperation between state
management agency, industry
representative, and enterprises
In order to strengthen the linkage
between VET sector and enterprises on the
basis of the new VET Law, DVET has signed
cooperation agreements with some industry
representatives, and some big enterprises to
facilitate the TVET institute-enterprise linkage
in training. For example, VCCI, at the role of
an industry representative in Vietnam, has
signed cooperation arrangements with some
organizations, associations: VCCI in Ho Chi
Minh City and Program Reform of TVET in
Vietnam (GIZ); Vietnam Association of Small
and Medium Enterprises; Vietnam Young
Entrepreneurs Association; Handy Craft and
Wood Industry Association of Ho Chi Minh City;
Association of Vietnam Retailers; Vietnamese
Association of Taiwanese Businessmen;
Muong Thanh Group; etc.
These abovementioned cooperation
programs all put the effectiveness, the role
of DVET and partnering organizations in
connecting TVET institutes with enterprises as
the core objective. It is a mechanism to boost
the cooperation between TVET and enterprises
to improve the training quality effectively,
sustainably, and facilitate the participation of
enterprises into VET operation.
* Overall assessment on the dif culties
in connecting with enterprises
- The legal framework on the rights
and responsibility of enterprises involving
in VET operation has not been introduced in
practical. In fact, there is a lack of regulations
in recruitment, and using trained labors
in enterprises. A majority of enterprises
adopts untrained labors due to the nature of
manufacturing jobs and low salary ranges.
- Enterprises have not provided
information about their annual labor demand
for state management agencies of labor and
VET as per regulations of the Labor Code and
the new VET Law. This leads to the fact that
labor supply from TVET institutes does not
meet the demand of enterprises.
- On the one hand, enterprises do not
actively engage with TVET institutes. On the
other hand, TVET institutes stay inactive in
connecting with the industry sector. Many
enterprises are unaware of information,
policies, and even benefits that they would
get when involving in VET sector (e.g. many
enterprises have not got information on income
tax exemption for them when joining VET
operation).
- TVET institutes are yet to establish
an industrial relation division to be more
active in supplying trained labor workforce for
enterprises. Meanwhile, a part of TVET trainees
does not want to work for hard-working, on-site,
or mobile jobs which contribute to lengthening
the space between TVET institutes and such
enterprises.
3. Some solutions to strengthen the
connection between TVET institutes and
enterprises
The Strategy on the Development of
Vietnam’s Human Resources during 2011-
2020 (Vietnamese Prime Minister, 2011)
de ned “connecting training institutions with
enterprises, widening the modes of training
delivery upon training orders required by the
enterprises and attracting enterprises to join
in human resources training operation (by
funding training expenses, organization of
in-company training, investing in facilities,
etc.). The responsibilities of the enterprises
towards human resources training should be
institutionalized; exercising preferential
policies to encourage enterprises to invest in
human resources training”.
In order to connect TVET institutes with
enterprises in a demand-driven way, some
solutions should be taken into consideration:
(1) Develop a compl