VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES
NGUYEN MINH HAI
IMPROVING THE QUALITY AND EFFICIENCY
OF VOCATIONAL TRAINING THROUGH THE
COOPERATION BETWEEN TRAINING INSTITUTIONS
AND ENTERPRISES IN HUNG YEN
Major: Economic development
Code: 9.31.01.05
DISSERTATION FOR A DOCTORAL DEGREE
IN ECONOMICS
HANOI – 2019
The dissertation is completed at:
GRADUATE ACADEMY OF SOCIAL SCIENCES
SUPERVISORS:
1. Assoc. Prof. Dr. Le Phuoc Minh
2. Dr. Phi Vinh Tuong
Reviewer 1: Prof. Dr. Do Duc Binh
Reviewer 2: Assoc. Prof. Dr. Bui Quang Tuan
Reviewer 3: Assoc. Prof. Dr. Nguyen Van Dinh
The dissertation will be defended in front of the Doctoral
Dissertation Committee at Graduate Academy of Social Sciences
At … o’clock ... date ... month ... year 2019
The dissertation can be found at:
National Library of Vietnam
The Library of Graduate Academy of Social Sciences
INTRODUCTION
1. The urgency of the subject
The State has issued training policies suitable for the demands for socio-economic
development of each locality and region. The socio-economic development strategy for
the period of 2011-2020 has set the orientation for education and training development in
the coming time: “Training human resources to meet the diverse and multi-layered
requirements of technology and development level of fields and sectors. Create close
cooperation between enterprises, employers, training facilities and the State to develop
human resources in accordance with social demands”.
Especially now in Hung Yen, there are many training institutions are carrying out
vocational training with a large scale and abundant sectors. However, the quality of
training at most training institutions is not high. Many graduate students do not meet the
job requirements. One of the important reasons is the lack of cooperation between
training institutions and enterprises in vocational training. The training courses offered by
training institutions are mainly based on the capabilities of the institutions, regardless of
the corresponding demands from enterprises. This leads to an imbalance between the
supply of and demand for training in terms of scale, structure and especially quality,
causing great waste and low training efficiency. Therefore, it is very necessary for the
author to study and research the topic "Improving the quality and efficiency of
vocational training through the cooperation between training institutions and
enterprises in Hung Yen", and to analyze and clarify the reality of vocational training
and job creation for workers through vocational training in general and for workers
through vocational training in Hung Yen Province in particular, thereby propose
solutions to improve the quality and efficiency of vocational training to meet the
requirements of enterprises and society, especially solutions based on the close
cooperation between enterprises and training institutions.
2. Purposes and research tasks of the dissertation
- Research purposes:
Research theoretical and practical issues about the cooperation between training
institutions and enterprises in vocational training and use them to assess the reality of
quality and efficiency of vocational training through the cooperation between training
institutions and businesses in Hung Yen, thereby propose effective solutions to improve
the quality and efficiency of vocational training through the cooperation between training
institutions and enterprises in Hung Yen Province.
- Research tasks:
- Clarify theoretical issues on the quality and efficiency of vocational training and the
cooperation between training institutions and enterprises in improving vocational training
quality and efficiency.
- Analyze and assess the reality of quality and efficiency of vocational training
through the cooperation between training institutions and enterprises in Hung Yen; find out
the cause of the limitations and problems that need to be solved in the coming years.
- Propose views and solutions to improve the quality and efficiency of vocational
training through the cooperation between training institutions and enterprises in Hung Yen
Province.
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3. Object and scope of the dissertation research
3.1. Research object:
Quality and efficiency of vocational training through the cooperation between
training institutions and enterprises.
3.2. Research scope:
- Content: The dissertation focuses on studying the quality and efficiency of
vocational training through the cooperation between training institutions and enterprises.
- Space: Hung Yen Province.
- Time: Period of 2010-2017.
4. Methodology and research methods of the dissertation
- Theoretical research methodology.
+ Overview documents on guidelines, policies, decisions, legal provisions related
to the quality and efficiency of vocational training and the cooperation between training
institutions and enterprises in vocational training.
+ Study foreign documents on theoretical basis and practical experience related to
the topic.
+ Study domestic works related to the joint vocational training to discover and
exploit new aspects to be a basis for further research.
- Practical research methodology.
+ Conduct survey using a questionnaire to collect opinions from leaders, managers
of enterprises, managers of vocational training institutions and trained workers to find out
the reality of the quality and efficiency of vocational training through the cooperation
between training institutions and enterprises to provide suitable solutions.
Form 1: Survey form on the quality and efficiency of vocational training through
the cooperation between training institutions and enterprises (for leaders and managers of
enterprises)
Form 2: Survey form on the quality and efficiency of vocational training through
the cooperation between training institutions and enterprises (for employees, teachers,
officials of vocational training institutions)
Form 3: Survey form on the quality and efficiency of vocational training through
the cooperation between training institutions and enterprises (for workers who have
graduated from vocational training institutions)
+ In-depth interview with leaders of vocational training institutions, enterprises and
leaders of related state agencies in the field of vocational training to collect opinions on
difficulties and solutions to overcome those difficulties in order to improve the quality
and efficiency of vocational training cooperation.
+ Data collection: the author collects information on vocational training and
vocational training cooperation from the General Statistics Office of Vietnam, the
Statistics Office of Hung Yen Province, the Department of Planning and Investment of
Hung Yen Province, the Management Board of industrial parks in Hung Yen Province,
Department of Labor, Invalids and Social Affairs of Hung Yen Province, vocational
training institutions and enterprises in Hung Yen Province ...
+ Summary of experience: survey and research summarized practical experience of
units that have conducted vocational training cooperation between training institutions
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and enterprises in Hung Yen. (The author conducts practical study at the Mecha Electric
and Water Resources College, Hung Yen Industrial College and Hung Yen University of
Technology and Education ... which are the institutions that are cooperating with
enterprises)
- Processing of data, facts and advices
+ Statistical method; Use SPSS software; Analyze, compare and synthesize to draw
comments on vocational training cooperation..
+ + Use method of consulting experts to consult prestigious experts, officials
responsible for vocational training and supplying human resources for the labor market to
refer to organizational and cooperative measures to improve the quality and efficiency of
vocational training.
5. New contribution to the science of the dissertation
Through the study, the author has made some new specific intellectual
contributions as follows:
- The dissertation has clarified the theoretical basis for the quality and efficiency of
vocational training and the cooperation between training institutions and enterprises in
vocational training.
- The dissertation assesses and analyzes the reality and quality of vocational
training through the cooperation between training institutions and enterprises and point
out the advantages and disadvantages of vocational training cooperation in Hung Yen
Province.
- The dissertation has proposed a number of solutions and recommendations to
improve the quality and efficiency of vocational training through the cooperation
between training institutions and enterprises in Hung Yen Province.
6. The theoretical and practical significance of the dissertation
6.1. Theoretical significance:
- The dissertation systematizes and clarifies the theoretical basis for the quality and
efficiency of vocational training and the cooperation between vocational training
institutions and enterprises in vocational training.
- Clarify the factors affecting the quality and efficiency of vocational training
through the cooperation between training institutions and enterprises.
6.2. Practical significance:
- Assess and analyze the reality of the quality and efficiency of vocational training
through the cooperation between training institutions and enterprises and point out the
factors that have a positive and negative impact on the cooperation in vocational training
in Hung Yen Province.
- Propose some solutions and recommendations to improve the quality and
efficiency of vocational training through the cooperation between training institutions
and enterprises in Hung Yen Province.
7. Structure of the dissertation
In addition to the introduction, conclusion, recommendations, references and
appendixes, the dissertation consists of 4 chapters:
Chapter 1: Overview of the research works related to the dissertation topic
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Chapter 2: Theoretical basis for the quality and efficiency of vocational training
through the cooperation between training institutions and enterprises.
Chapter 3: The reality of the quality and efficiency of vocational training through
the cooperation between training institutions and enterprises in Hung Yen.
Chapter 4: Solutions to improve the quality and efficiency of vocational training
through the cooperation between training institutions and enterprises in Hung Yen
Province.
Chapter 1
OVERVIEW OF THE RESEARCH WORKS RELATED TO
THE DISSERTATION TOPIC
1.1. Foreign research works
In many countries around the world, researches on vocational training, the quality
and efficiency of vocational training through training cooperation, are highly concerned
by many international organizations, universities, research institutes, governmental
organizations, non-governmental organizations and academics
The United Nations Educational, Scientific and Cultural Organization (UNESCO)
is the largest international organization that has a great interest in education and training,
the quality and efficiency of education and training. The studies, manuals, cooperation
programs and development projects of UNESCO are quite numerous, diverse in genres
and rich in content. Based on systematic research, the quality and efficiency of education
and training, in 2013 UNESCO published the "UNESCO Handbook on Education Policy
Analysis and Programming" [126] (Handbook for educational policy and planning). This
handbook proposes a systematic and structured method to support the analysis of
education and training policies as well as to plan this field to strengthening the
accessibility, improving the quality and efficiency of management, solving
interdisciplinary and interdisciplinary issues for all levels as well as the type of education
and training of each country. It provides a theoretical framework for policy analysis,
planning, and encourages policy exchange between government agencies and
development partners; from there, it provides step-by-step instructions for analyzing
policies and planning education and training programs.
The UK Educational Development Agency is a professional organization working for
the development of education and training systems, improvement of the capacity of its
members, promotion of quality improvement and efficiency of vocational education and
training. In 2001, the Agency published a work called "Measuring efficiency in development
education" [116]. This study sets out the principles when analyzing and evaluating an
educational system, efficiency evaluation and measurement objectives, the concepts of
evaluation, efficiency, spillover effects, performance measurement indicators, efficiency
levels: level of learners, level of education and training institution, level of state investment,
level of efficiency across the economy and society.
When studying education and vocational training, the author George
Psacharopoulos (2008) [115] identified challenges and proposed some solutions to solve
them. Accordingly, vocational training plays a very important role in the issue of
unemployment for young people; solving the shortage of intermediate technicians for
enterprises to meet globalization requirements; propagating technological knowledge and
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this is also a suitable development path for students wishing to work early to earn money
to become independent quickly.
The research results show that development problems such as: (i) young people
who have received vocational training but are still unemployed; (ii) the development of
training institutions in contrast to the shortage of skilled labor force in enterprises. From
that, the author has given reasons and solutions, including special attention to policies for
workers and vocational training associated with the needs of enterprises and society
[115].
Studying training cooperation models in the world, according to the PhD students,
the current important issue in Vietnam is to research, select and apply which models and
how to organize and manage them in accordance with the specific conditions of the
country, at the same time, inheriting the valuable experiences of the countries ahead,
creating the best effect for the cooperation. Those measures are:
- The State should promulgate specific binding regulations on responsibilities,
obligations and rights in vocational training institutions.
It is necessary to organize a state management unit in charge of coordination of
training cooperation between training institutions and enterprises.
Professional associations are strongly promoted their role as the focal point to
mobilize employers, enterprises to participate in all stages of the training process.
Enterprises are responsible for contributing to the vocational training fund at the
appropriate rate and are determined right after completing the procedures for setting up
an enterprise.
The vocational training program is developed more flexibly, the theoretical
program can follow the Ministry's framework program but allows institutions to train a
higher percentage of flexibility (about 40%), the practical part is organized by the
training institution and the enterprise in accordance with the requirements of the
enterprise and the locality.
1.2. Research situation in the country
In Vietnam, training cooperation at schools and enterprise to improve the quality
and efficiency of vocational training is studied in different aspects:
The authors Nguyen Minh Duong [18]; [19]; [20]; [21]; [22], Phung Xuan Nha
[49], Tran Khac Hoan [28], Phan Van Kha [35]; [36], Trinh Thi Hoa Mai [43], Nguyen
Thi Kim Nha [50] and Tran Anh Tai [63], all shared the same opinion: The cooperation
between training institutions and enterprises bring benefits not only for training
institutions, enterprises and learners but also for the whole society.
In particular, in an overview of the technical topics discussed in the regional
conference on vocational training in Vietnam held on October 10 and 11, 2012, with the
participation of German Development Organization GIZ through the coordination of the
two ministries: Ministry of Labor, Invalids and Social Affairs of Vietnam - German
Federal Ministry for Economic Cooperation and Development on the section:
“Breakthrough in vocational training quality” [66], the issues of benefits in training
cooperation between training institutions and enterprises are summarized into the
following 4 groups:
1. Benefits to the government in terms of: improving socio-economic conditions,
people’s living standards; increasing the competitiveness of the sectors; improving
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economic activities and investment in education, supporting the state to achieve
development goals.
2. Benefits to enterprises, specifically: Enterprises have the opportunity to recruit
human resources; Reducing the shortage of highly qualified and skilled manpower;
Having a skilled workforce, increasing competitiveness; Skilled workers have the
opportunity to develop their competencies.
3. Benefits to the training institutions: Developing high quality training programs
to meet labor market needs; Having the opportunity to receive support from enterprises
on facilities, finance, personnel; Becoming a partner in the economic activities of the
enterprise; Creating a position for training institutions, increasing enrollment capacity,
creating jobs for students after graduation etc.
4. Benefits for students: Ready to access jobs immediately after graduation; Having
many high-paying job opportunities; Satisfied with the job; Having a certificate of
vocational training; Better prepare for lifelong learning.
Thus, according to the author of the dissertation, in the overall aspect, the benefits
of the cooperation between training institutions and enterprises are relatively sufficient
and comprehensive. Particularly, benefits for teachers who are teachers, lecturers and
technical staff have not been specifically mentioned.
Through the training cooperation, lecturers and teachers of training institutions
have direct contact, update the changes of science and technology, improve professional
practice knowledge; Technical officers of the enterprise have the opportunity to
consolidate professional scientific knowledge, develop skills in the process of working
with students. However, discussing benefits must also pay attention to quality and
efficiency. At present, there is a lack of researches on the quality and efficiency of
vocational training through the cooperation between training institutions and enterprises.
1.3. Comments through comprehensive study
According to the author of the dissertation, in general, domestic and foreign studies
often refer to the objectives of each side or training institutions or enterprises, the studies
have also mentioned some contents about the model of cooperation between training
institutions and enterprises in vocational training as well as the actual quality of
vocational training, solutions to improve the quality of vocational training to meet social
needs, which has promoted the cooperation and coordination between vocational training
institutions and enterprises. The training cooperation between the training institution and
the unit employing trained personnel is necessary, consistent with the development trend
of society, bringing practical benefits.
Currently, the training cooperation is loose, coping, patchy, seasonal and has not
become a joint activity of the school and enterprise. The basic solutions to strengthen the
relationship with enterprises are: renovating the cooperation method, building appropriate
policies and mechanisms, innovating the content of training programs and methods,
establishing organizations and services to associate operations between training
institutions and human-use establishments. However, there has not been any domestic or
foreign research project which has studied holistically and in detail on improving the
quality and efficiency of vocational training through the cooperation between training
institutions and enterprises in Hung Yen province.
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Chapter 2
THEORETICAL BASIS FOR THE QUALITY AND EFFICIENCY OF
VOCATIONAL TRAINING THROUGH THE COOPERATION BETWEEN
TRAINING INSTITUTIONS AND ENTERPRISES
2.1. Quality of vocational training
2.1.1. Quality of vocational training
The quality of education and training in general and vocational training in
particular is a fundamental issue and is the goal of continuous improvement of education
- training management levels as well as direct training institutions. This is because in
terms of macro, it directly affects the quality of the nation’s human resources - a
“bottleneck” in the country’s current economic development. In terms of micro, training
quality is the competitive advantage of the training institution, deciding the success or
failure of the training institution in the context of increasing competition pressure. There
are many ways to understand vocational training quality based on different approaches.
The concept of “Quality is assessed through the level of conformity with the goal”
and “Quality is the response to the set target” are widely used in vocational training in
the world. By this definition, vocational training institutions are allowed to operate to
achieve the goals set out in their mission.
The national testing system of Vietnam states that “Quality will be assessed by
customers ranking the importance of quality characteristics as opposed to consistency and
monetary value”. Vocational training will ensure and improve the quality if well implemented
factors such as: meeting customer requirements; focusing on people and people who
contribute to building their organization; having a long-term vision; manage changing
effectively; having innovation; being effective; organizing good marketing with the market.
From the aforementioned concepts, PhD students said that: The quality of vocational
training results from the positive impact of elements that constitute the vocational training
system and the training process operating in a certain environment to meet the set goals.
2.1.2. Criteria for evaluating training quality
Criterion 1: The superiority of knowledge, skills or "value added" that the
training process creates for society. The value added is intangible but measurable
from the participants and relevant to the training. Firstly, through the evaluation of
the training institution through examinations, tests to assess student competency in
the learning process. Second, learners measure the value added of the training
process through the self-assessment process.
Criterion 2, the perfection (not making mistakes) in the implementation
process or in other words, the completion of the process of equipping knowledge and
skills according to the output occupational standards announced by the training
institution to the society.
Criterion 3, alignment with school plan goals. Any training institution often
builds its vision, mission and goals.
Criterion 4, quality is value for money (in terms of value for money). The
essence of this criterion is the quality of training, or “value added” that learners
receive must be worthy of the investment of students, parents, schools and society.
Criterion 5, quality is an ongoing process that allows customers (students) to
judge through their satisfaction. In order to measure this criterion, we can examine
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students' satisfaction with the quality of lectures, quality of training programs,
learning environment, and services provided by the school, knowledge and skills that
students gain, the university's preparations to ensure the best transition from the
school to the working environment, etc.
2.1.3. Content, type and form of vocational training
Figure 2.5: Overall model of the training process
Join the labor contract
Input
Training results
Training process
- Knowledge, skills, career
attitudes.
- Current status
employment
- Training
- Occupational competence
- Career adaptation
- Researching
- Social knowledge
- Income
- Facilities
- Services
- Foreign languages
- Financial sources
Development
of
research programs and
programs, production
services.
- Computer using skills
- Development
opportunities
- Students
- Management
assessment
- Lecturers
- Equipment
materials
and
and
-Skills in using equipment,
new technology
of
- Self-employment
Feedback
2.1.4. Factors affecting the quality of vocational training
a. Internal factors (factors ensuring vocational training quality)
b. External factors
Figure 2.6: Factors affecting training quality
Training
quality
Internal factors
- Material and financial
facilities
- Teachers, management
officers
- Students
- Training goals
- Training progam
External factors
- State policy
mechanisms
- Macro factors: global
economic development
trend; trend of science
and technology
development
Source: Summary of the author
It can be seen that there are external factors affecting vocational training quality,
including the environment conditions of the job-training system. These factors affect
8
vocational training quality as conditions, supporting the system, combining with the
internal factors into a system of factors impacting the quality of vocational training.
These factors can be generalized as shown in Figure 2.6.
2.2 Vocational training effectiveness
2.2.1 Concept of vocational training effectiveness
Many administrators state that efficiency is a comparison of achieved results
according to the goals aimed at, with the costs to achieve said results.
2.2.2 Criteria of evaluating vocational training effectiveness
From the concept of vocational training efficiency as stated above, to evaluate the
efficiency of the process, researches have pointed out the following criteria:
2.2.3 Factors that affect vocational training effectiveness
a. The society’s need for labors, information on market of labor, goods and services
2.3 Theoretical issues about cooperation between training institutions and
enterprises
2.3.1 Cooperation and cooperation in training
Cooperation in training is a combination of training institutions with enterprises to
develop plans and implement on the principle of mutual responsibility and mutual benefit
to ensure the goals. Cooperation of vocational training between training institutions and
businesses is a form of vocational training on the basis of exchanging, cooperating,
integrating functions between the affiliated objects. In particular, the training institution
plays a leading role while the enterprise is tasked to set goals, support training and
control the output quality of the whole process.
2.3.2 The goal for cooperation in training
2.3.3 Principles in cooperation in training between training institutions and enterprises
- Principle on ensuring the laws of supply and demand, equality, benefits and
voluntary in cooperation in training
- Principle on ensuring appropriation between vocational training and the need of
the enterprises
2.3.4 Contents and information on cooperation in between training institutions and
enterprises in vocational training
- Cooperation in recruiting
- Cooperation in building up goals and contents of training program to meed the
requirement of the enterprises
- Cooperation in ensuring resources
- Cooperation in ensuring finance and infrastructure conditions
- Cooperation in innovating teaching, learning, practicing methods
- Cooperation in innovating testing and evaluating methods in accordance with the
requirements of the enterprises
- Cooperation in ensuring training quality and job quality for post-graduate students
2.3.5 Manage cooperation in vocational training between training institutions and
enterprises
- Train human resources to achieve the aim of developing economy-society
- Ensure the balance between supply and demand in technical labor in the market
- Ensure the quality and efficiency in training human resources
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- Socialize in training human resources - create a convenient environment for
cooperation in vocational training.
The document of the 11th National Congress depicts that “Training human
resources to meet the diverse and multi-layered requirements of technology and the
development level of fields and industries. Implementing close connections between
businesses, employers, training facilities and the State to develop human resources
according to social needs. The State increases investment, while promoting socialization
and mobilizing the whole society to take care of educational development.”
From the policy of socialization in human resource training of the Party and the
State, the education and training system in general and the vocational training system in
particular have been strengthened and developed widely. The state management system
of vocational training at all levels is gradually being improved. The mode of vocational
training is quite diverse: regular vocational training, continuing vocational training,
concentrated vocational training, mobile vocational training, enterprise-based vocational
training, etc. The State budget for vocational training has been increasing and still plays a
leading role; the socialization of vocational training has brought about encouraging initial
results. By the end of 2016, the proportion of non-public investment funds was over 40%
of total investment in vocational training.
2.3.6 Models of cooperation in vocational training
- Model: enterprise within school
- Model: school within enterprise
- Model: school outside enterprise
2.3.7 Benefits of cooperation in vocational training between training institutions and
enterprises
- Benefits for the training institutions
- Benefits for the enterprises
- Benefits for the apprentices
- Benefits for the state
2.4 Quality and efficiency of cooperation in vocational training between
training institution and enterprises
2.4.1 Quality of cooperation in vocational training between training institution and
enterprises
2.4.2 Efficiency of cooperation in vocational training between training institution and
enterprises
a. Efficiency within training
b. Efficiency outside of training
2.5 Experiences on models of cooperation in training
2.5.1 Model of dual system of Federal Republic of Germany
2.5.2 Model of training local human resources of Japan
2.5.3 Model of cooperation in training of Singapore
2.5.4 Model of cooperation in training of America
2.5.5 Model of cooperation in training of Hai Phong
2.5.6 Lessons learned for Hung Yen
First: Apply training models linking schools with enterprises of some countries in
the world flexibly at vocational training institutions.
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Second: Invest in equipment for training at basic and complete level.
Third: Form and method of training
Fourth: Create a strategic network between training institutions and employers'
organizations.
Fifth: Bind responsibilities of businesses.
Sixth: Enhance and increase fostering awareness about vocational training in a
practical path.
Seventh: Develop training program according to the module of practical skills.
Eighth. Develop output standards for training occupations.
CHAPTER 3
REALITY OF QUALITY AND EFFICIENCY OF VOCATIONAL TRAINING
THROUGH COOPERATION IN BETWEEN TRAINING INSTITUTIONS AND
ENTERPRISES IN HUNG YEN
3.1 Socio-economic scenario of Hung Yen province
3.1.1 Socio-economic situation of Hung Yen province in the period 2010-2018
Hung Yen is one of 11 provinces in the Red River Delta region, belonging to the
key economic triangle Hanoi - Hai Phong - Quang Ninh, which is one of the areas with
the fastest economic growth rate in the country.
In the period 2010-2018, Hung Yen had a relatively high economic growth rate.
The economic structure shifted rapidly towards reducing the proportion of agriculture and
quickly increasing in service and industry. In particular, industry and construction occupy
the leading role, followed by service and agriculture, forestry and fishery (hereinafter
referred to as agriculture) with the lowest proportion, respectively 51.01%, 28.60% and
10.94% (2017). However, the relatively slow transition showed that the economy of
Hung Yen is approaching the balanced state of the current growth model. In the period of
2010-2018, the agricultural structure only decreased by more than 7% (from 17.91% to
10.58%) and in contrast, industry-construction and services only increased by 3.1%;
2.8% (respectively) in the economic structure of the province. (Chart 3.1)
Chart 3.1: Economic structure of Hung Yen province in 2010-2018, %
Tax with
IndustryMarketingField/year Agriculture
allowance
construction
Services
excluded
17.91
48.00
25.84
8.25
2010
19.47
48.69
24.58
7.27
2011
16.43
51.39
25.18
7.01
2012
14.46
51.02
25.78
8.74
2013
13.81
50.80
26.03
9.37
2014
13.32
51.09
26.19
9.4
2015
12.43
50.17
28.31
9.09
2016
10.94
51.01
28.6
9.45
2017
10.58
51.56
37.86
2018*
3.1.2 Characteristics on population, labor and employment
3.1.3 The need for labors of enterprises and labor exports
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In 2017, Hung Yen received 255 new investment projects (61 projects more, compared
to 2016) in which there were 213 domestic projects (total registered capital of 15.506 billion
VND) and 42 FDI projects (with registered capital of 220.6 million USD). In general, the
province has 1,693 projects with a total registered capital of 112.9 trillion VND and 3.6 billion
USD, of which 960 projects were put into work to create jobs for 15.8 ten thousand workers.
In 2016, only counting reported employment data of 33 enterprises in 2016 and the
number of expected employees recruited in the first 6 months of 2016, the need for
recruitment of these enterprises was already 11,623 labors, of which females were about
7,569 with main occupations such as textile and garment. The demand was so high, but
after two recruitment stages, they only got 1,700 employees.
In 2016, the whole province of Hung Yen has provided vocational training for
about 42,000 laborers, reaching 78% of the plan and created new jobs for over 14,000
employees; carried out procedures for 3,300 workers in the province to work abroad. In
addition, vocational training programs for rural labors continued to be implemented
effectively, opening up job opportunities, raising incomes, etc. for the people. In order to
improve effectiveness, vocational training needs to carefully examine the needs of
apprentices and vocational trainers and pay special attention to labors losing jobs from
dissolved or decommissioned enterprises, especially in concentrated industrial areas and
households which are subject to land clearance and land reacquisition.
A number of occupations and groups of occupations have need of trained workers
such as tailors; machine and equipment operators; mechanics; assembling machines, etc.
In the future, the demand for human resources for these occupations will increase sharply
due to the growth of enterprises in the area.
According to the registration of employers' demand of enterprises, about 30,000
people are needed every year, in which manufacturing industry is 18,000 people, construction
industry 6,000 people, agriculture and fishery 3,000 people, and service 3,000 people.
The field of cooperation between training institutions and enterprises in Hung Yen
province is increasingly strengthened than before. According to the emulation summary
report of universities and colleges in Hung Yen province in the year 2018-2019, the
training institutions of Hung Yen province have a good cooperation relationship with the
enterprises. Typically, the Mecha Electric and Water Resources Vocational College
associates with nearly 100 businesses; Hung Yen University of Technology and
Education cooperates with 60 enterprises; Hung Yen Industrial College associates with
45 enterprises, etc.; successfully organizing job festivals to connect students' cooperation
and employment opportunities, to meet the increasing demands of the labor market, and
to demonstrate the position of the universities in activities of training human resources
with high quality, for the region and the whole country.
3.2 The system of training institutions and labor demand of enterprises in
Hung Yen province
3.2.1 The system of training facility in Hung Yen province
3.2.2 The scale of vocational training
3.2.3 The structure and the number of vocational training jobs
3.2.4 The lecturer team
3.2.5 The actual situation of facilities system serving vocational training
3.2.6 The program and curriculum of vocational training
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3.2.7 The result of vocational training
The number of trained labors increasingly rises, which not only contributes to solve
job problem but also promotes the process of economic restructuring for the local toward
industrialization and modernization, reduces the dependence on agriculture, increases
labor in non-agriculture.
Total of trained labor in the period from 2011-2015 is 153.302 labors, accounting
for 25.35% compared to labor force. In which, over 50% of trained people has job; over
75% of people has suitable job for trained career
3.2.8. The demand for vocational training in Hung Yen province in the future
As planning, in the period from 2020-2025, the institutions of educational job in
the local are going to train over 70 careers, belonging to 3 groups of career, which are
Industry – Construction; Agriculture – Forestry – Fishery; Service and Trade. The
training scale is around 70.000 people per year, in which: college qualification is over
5.000 people/ year; intermediate level is over 6.000 people/ year; level of elementary,
short-term and career skill fostering are about 59.000 people/ year.
3.3 The actual situation of link between training institution and enterprise in
vocational training in Hung Yen province
To evaluate quality and efficiency link between training institution and enterprise
in vocational training in the local, this thesis investigates through deep interview with
enterprise (manager and trained labor before going to work), training institutions
(manager and lecturers in the local)
The scale of survey sample
With study as planning above, the study investigates with the scale of survey
sample according to structure as following:
- Group 1: Managers, lecturers in institutions of vocational training, quantity: 50 votes
- Group 2: Representative for enterprise and enterprise’ experts, quantity: 200 votes
- Group 3: Graduates in in institutions of vocational training, quantity: 100 votes
Total of sent vote is 350 votes, during from 09/ 2017 to 10/2017, there were 309
feedbacks. However, during checking votes, 11 votes with unassured information quality
were discarded. Remained votes are assured to analyze which are 298 with structure as
following: Group 1 – 36 votes, group 2 – 182 votes and group 3 – 80 votes.
3.3.1 The quality of trained student at vocational school
Assessment of leaders and manager of enterprises for students graduated from
institutions of vocational training working in enterprises with criteria as following: (i)
Career skill; (ii) expertise (iii) consciousness, attitude to career, they are summarized in
the below table:
Table 3.4: Assessment of enterprise about quality of trained labor force
Assessment Level (%)
Assessment Criteria
Very low Low
Average
High Very high
Career skill
3,5
23,5
37,6
25
10,4
Expertise
4
23,8
39,5
23,4
9,3
Consciousness, attitude to career
4,2
21
34,7
33,7
6,6
Source: The investigation result of author
13
Thus, in 3 given criteria to assess the vocational training quality, “consciousness, attitude to
career” was assessed highly. In contrast, “career skill” was assessed with the lowest level.
From this result, we could see that in general the quality of vocational training is still low, link
between training institution and enterprise is not really good. In reality, there are “differential”
between training process and enterprise’ demand. Schools still train according to "what they
have" but rarely follow "what enterprises need".
3.3.2. Relevance of the training program, machinery, equipment, etc. of the training institution
to the reality in the enterprise.
For training institution, the assessment of its machinery, equipment, training
programs, the qualifications of its lecture is high (19.4%) and very high (38.8%), while
enterprises and graduates assess that machinery, equipment, training programs of the
school are mostly at average level. Specifically: 38% 38.6% of the opinions of graduates
and enterprises said that the machinery and equipment of the training institution
compared to the actual enterprise only reached the average level. Especially, 30.6% of
enterprises rated it low and 14% rated it very low. This is also the main reason when
students after graduation, are very confused in operating machinery when working in the
enterprises. There are many possible reasons for this, but the main reason is the
difference in the approach dimension. While educators make their point of view based on
comparison with the common ground of training institutions in general, graduates make
judgments based on practical experience in both training institution and enterprise. While
main task of training institution is to train general knowledge about careers with limited
funding, it is very difficult for training institutions to meet the needs of enterprises,
especially enterprises having specific technologies.
Table 3.6: Assessment of relevance of facilities and training programs of the
training institutions compared with the actual requirements
(Assessment Level %)
Assessment Criteria
Object
Very
Very
Low Average High
low
high
Graduate
15
15
38
19,2
12,8
Relevance of machinery and
Enterprise
14
30,6
38,6
11,4
5,4
equipment to the reality at the
Training
enterprise.
4,6
9,2
28
38,8
19,4
institution
Graduate
16
16,4
30,4
28,2
9
Expertise and pedagogical
Enterprise
13,8
19,2
46,2
14,6
6,2
behavior of training institutions’
Training
officials, lecturers
0
8,2
23,6
50,2
18
institution
Graduate
13,8
15,8
38,4
21
11
Training programs of the
training institutions compared
Enterprise
15,4
27,2
37,4
15
5
with the actual production of
Training
4,8
6,4
28,2
44,6
16
enterprises and social demand.
institution
Source: The investigation result of author
In general, the vocational training schools in Hung Yen province have not yet
properly assessed the actual machines, equipment for practice and teaching; Expertise
and pedagogical behavior of officials and lecturers; training programs of training
14
institutions compared with the actual production of enterprises and social demand. This is
the result of the fact that vocational training institutions and enterprises do not really have
a common opinion in vocational training and the universities are not really active in
understanding the actual training demand that are rapidly changing due to the impact of
the fast-moving structure in the local. It causes that students who have been trained at the
training institutions to work in the enterprises do not meet the job requirements, causing
enterprises to spend more time and money on retraining labor to suit the job at the
enterprise. This is also the main reason leading to surprises about machinery and
technology for student when working at the enterprise after graduating.
3.3.3 Awareness on the between training institutions and enterprise in vocational
training in Hung Yen province
Table 3.7: Assess the direction of the training institution in association with the enterprise
(Assessment Level %)
Assessment Content
Object
Very
Very low Low Average High
high
Training
The direction of the school on the
3
17,8
23,4
42,6
13,2
institution
combination of the school and
enterprises in vocational training Enterprise
7
22,4
48,6
19,6
2,4
Training
Situation of the combination
1,4
28,2
44,8
21,2
4,4
between school and enterprise in institution
vocational training.
Enterprise
2,6
21,2
50,8
24,4
1
Source: The investigation result of author
Although the direction of both schools and enterprises in linking the two sides is
quite high, but actually the link is quite low. According to the survey results, 44.8% rated
that the reality of the link between schools and enterprises in vocational training only
reached the average level, 28.2% is low, 11.4% was very low. On the enterprise side, the
results are even worse. 40.8% of the respondents said that the link between enterprises
and schools in vocational training was only average, 37.7% rated it was low and 2.6%
rated it was very low. In summary, both enterprises and training institutions attach great
importance to directing the cooperation between the two sides in vocational training, but
in reality the level of linkage is very low.
3.3.4. The degree, quality and effectiveness of the cooperation between training
institutions and enterprises in human resource training in Hung Yen
c. The degree of cooperation between training institutions and enterprises in human
resource training in Hung Yen
d. Assessment of management teams of enterprises on the effectiveness of cooperation
between training institutions and enterprises in vocational training
e. Assessment of vocational former students on the effectiveness of training
institutions and enterprises in vocational training.
f. Quality associated with training institutions and enterprises in human resource training
g. Effectively cooperate training institutions and enterprises in human resource training
The cooperation between training institutions and enterprises in human resource
training in this study is assessed by two target groups: Enerprise managers and training
institutions.
15
On the vocational school’s side, 32.3% of the respondents said that the cooperation
rate is effective (choosing effective and very effective options), while 41.8% only
assessed at average, and 25.9% said that the cooperation is not very effective (choose the
ineffective or less effective options).
Meanwhile, enterprise representatives participating in the survey assesses the
effectiveness of current cooperations lower than their counterparts. The survey results
show that less than 16% of enterprise owners think that the current training institution
and enterprise cooperations are highly effective in training human resources. While
40.8% said the current cooperation is not effective with 32% rated less effective and
8.8% rated ineffective.
Table 3.12: Assessments of managers about the effectiveness of training
institutions - enterprises cooperation in vocational training.
Assessment rate %
Assessment content
Subjects
Less
Very
Ineffective
Average Effective
effective
effective
Assessments of managers
Training
6.4
19.5
41.8
29.9
2.4
about the effectiveness of institutions
cooperation between
training institutions and
Enterprises
8.8
32
39.8
15.4
4
enterprises in vocational
training
Source: Author's survey results
3.4. Assessing factors affecting the effectiveness of cooperation between vocational
training institutions and enterprises in vocational training in Hung Yen
Based on the theory and results of previous studies, four main groups of factors
affecting the cooperation between training institutions and enterprises in human resource
training have been identified. Each group consists of component elements:
(i) Group of context factors, (ii) Group of organizational factors, (iii) Group of
characteristic factors, (iv) Group of cognitive factors: Quantitative preliminary research
was conducted to make preliminary assessment of the reliability and value of the scales
designed and adjusted to suit the conditions of Hung Yen, through a detailed
questionnaire. The sample for quantitative preliminary research with size n = 48, was
selected by convenient sampling method. Exploratory Factor Analysis (EFA) and
Cronbach’s alpha reliability through SPSS software was used in this step.
Official research conducted by quantitative research method. Quantitative research
was conducted through interviews with enterprose managers and representatives of
training institutions in Hung Yen with the sample number n = 129. The Structural
Equation Modeling through AMOS software (Analysis of Moment Structures) was used
in this step.
The results of the preliminary quantitative study were assessed on the scale by EFA
method and Cronbach's alpha reliability coefficient through SPSS software showing that
the scales met the requirements of unidirectional, reliability and value. And observed
variables were further used in formal research.
Test results by Exploratory Factor Analysis (EFA)
16
EFA results have a pause when extracting factors with eigenvalue ≥ 1 (results
range from 1.5 to 4.1) with extract variance ranging from 53.3% to 81.1% (> 50%) . The
factor loading coefficient range from 0.5 to 0.9 (0.4). The Cronbach’s alpha reliability
coefficient of the scale ranges from 0.69 to 0.92 (> 0.6). The correlation coefficients are
variable - the total ranges from 0.4 to 0.82 (> 0.35). After verification by EFA, all
observed variables in the scales met the requirements of unidirectionalness, convergent
validity, discriminant validity and reliability.
Model results assess the impact of factors on the effectiveness of cooperation
between institutions and enterprises in vocational training in Hung Yen
The results of linear structure analysis show that the theoretical research model has
squared equal to 1036,978 (p = 0,000); square / df = 1,779; TLI = 0.9; CFI = 0.989;
RMSEA = 0.054. The above statistical indicators allow the conclusion of a theoretical
model appropriate to the survey data set.
Image 3.1: Analysis results of Structural equation modeling (SEM) factors affecting
the effectiveness of training institution and enterprise’s cooperation
The model results show that all four groups of theoretical factors have a real impact
on the effectiveness of the cooperation between training institutions and enterprises in
vocational training in Hung Yen. This implies that in order to improve cooperation’s
effectiveness in the coming time, Hung Yen needs to have appropriate policies to promote
factors that have a positive impact and limit the influence of the hindering factors.
3.5. The causes limiting cooperation’s effectiveness
Survey results and in-depth interviews with enterprise managers, leaders of training
institutions, lecturers (participating in teaching in the cooperation) show the effectiveness of
cooperation between training institutions and enterprises in Hung Yen is not high due to the
following cause groups:
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3.5.1. The cause group due to the local educational governance system
a. Objective cause group
- The system of management mechanisms and policies is not comprehensive and not
strong enough to create a driving force for cooperation.
- The assignment of management and decentralization is still overlapping between
organizations, departments and agencies. Management qualifications and capacities of
competent authorities in charge of vocational training have not yet met practical
requirements, many officials have not yet been qualified in education management.
- Lack of information systems to forecast the needs of enterprises and the labor market.
- The content of the program has not been standardized, unified by vocational groups and
training disciplines.
- Budget for equipment procurement and capacity building of teachers and
managers has not met training requirements in the new period.
b. Subjective cause group
- In the management, there are a number of vocational training institutions still
affected by the centralized bureaucracy, not really active and flexible in improving the
training quality in the direction of "supply" to "demand."
- Qualifications of teachers are still limited, not standardized, and still lacking. Staff
members who are in charge of management and assisting principal do not have much experience
in running vocational training. The management staff and teachers are not synchronized, not
commensurate with the tasks and scale of the schools.
- Facilities and equipment for vocational training are still limited and are in the stage of
gradual improvement.
- The dynamism and creativity of the institutions are still limited, failing to keep up with
the development requirements of the market and society to be proactive in choosing careers and
deciding the enrollment scale as well as organizing the training process.
- The scale and structure of training occupations are slow to innovate according to the needs of
businesses and markets, mainly focusing on traditional occupations, or training based on existing
capabilities.
- Not closely combining training with scientific research of students, between formal and
extracurricular learning, etc.
3.5.2. Group causes directly from training institutions and businesses
a. On the training facility side:
Many training institutions are currently under the influence of centralized
management mechanism, not really active and flexible in improving training quality.
Training institutions have not been proactive in either establishing or developing
cooperation with enterprises.
Lack of staff capable of carrying out cooperation, training cooperation at schools and
businesses.
Many training institutions have not fully realized or realized the benefits of the abovementioned training cooperation but do not have the capacity, conditions as well as effective
solutions to implement them.
Most basic vocational training institutions focus on training traditional vocations or
training according to existing capabilities instead of training fields required by the labor market.
Vocational training institutions still rely on state agencies, available conditions, not
actively seeking training market, labor market.
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