Technical and Vocational Education and Traing in Vietnam 1

Market report for Finnish National Agency for Education EXECUTIVE SUMMARY

Finland has been a long term trusted partner with Viet- nam throughout the development history of the country devastated by many decades of war. The generous and practical support of Finland to Vietnam for the country’s reestablishment and development is deeply appreciated by the Government and the people of Vietnam.

Vietnam is engaged in a new wave of economic reform to avoid the middle-income trap and to move from a low- cost, production-based economy towards a higher value added, knowledge-based economy. The Vietnam 2035 report (by the World Bank and the Ministry of Planning and Investment), defines the goal for 2035 as a modern and industrialised nation. This strategy focuses on five sectors of which education is one of the priority and Fin- land has expertise to offer.

To achieve this, Vietnam aims to build a more competitive human resources development and endeavour to improve education and training. By 2020, it is envisaged that the Vietnamese labour force will reach approximately 63 million. Technical and vocational education and training are seen as principle ways of providing the labour force with the skills that Vietnam needs.

This market report is to give an overview of the technical and vocation education in Vietnam (TVET) and improve linkage between Finnish vocational service providers and potential business in Vietnam. Diagram of Vietnam Education System TABLE OF CONTENT EXECUTIVE SUMMARY 4 OFLIST OF ACRONYMS CONTENT 7

CHAPTER 1: VIETNAM’S EDUCATION LANDSCAPE 8 High demand on education 10 Priorities in educational development and reforms 11

CHAPTER II: TECHNICAL VOCATIONAL EDUCATION AND TRAINING 13 1. TVET system 13 2. TVET Governance 14 3. Financing TVET 15 3.1. State budget 16 3.2. Non-state financial resources 16 4. Qualification System and Quality Assurance 16 5. Key government strategy and policy 17 6. Priority industry sectors 21 6.1.ASEAN Framework Agreement 21 6.2. Industrial Development strategy towards 2025, vision 2030 21 7. Internationalisation and mobility 21 7.1. Legal perspective 21 7. Internationalisation and mobility 22 7.1. Legal perspective 22 7.2. Donor Landscape 38 7.2.1. Bilateral cooperation 38 7.3. Public Private Partnership in TVET Vietnam 40 7.4. From donorship to partnership 44 8. Needs and business opportunities in vocational education and training 44 8.1. Vision for the future 44 8.2. TVET needs 45 8.3. Main challenges 45 9. Business opportunities 46 9.1. Ho Chi Minh City TVET landscape 48 9.2. Potential business contact and interested field 50 of cooperation with international partners 9.3. Recommendations 62

REFERECENCES 64 LIST OF ACRONYMS

TVET: Technical and Vocational Education and Training MOLISA: Ministry of Labour, Invalids and Social Affairs MOET: Ministry of Education and Training DVET: Directorate of Vocational Education and Training ODA: Official Development Assistance FDI: Foreign Direct Investment MPI: Ministry of Planning and Investment FIA: Foreign Investment Agency ASEAN: Association of South East Asian Nation PPP: Public Private Partnership NOSS: National Occupation Skills Standards QA: Quality assurance PISA: Programme for International Student Assessment NCIF: National Center for Socio-economic Information and Forecast VND: Vietnamese Dongs 1 USD=23,000 VND 1 EUR= 26,000 VND

Technical and Vocational Education and Traing in Vietnam 7 Chapter 1: Vietnam educaton’s landscape

CHAPTER 1: VIETNAM EDUCATION’S LANDSCAPE

Given its modest position as an emerging and lower-middle-income economy, Vietnam stands out among top performers on education in the developing East Asia and Pacific, according to World Bank’s 2018 report “Growing Smarter: Learning and Equitable Development in East Asia and Pacific”. The country has had high school enrolment and literacy rate. It scored impressively in the 2015 PISA tests of skills of 15 year old students in more than 70 countries and economies. The results were higher than or much close to some averaged scores, and even on par with those of several “developed” countries, including the U.S. and the U.K. All of these contributed to its place in the World Bank human capital index - 45th - the highest rating for the lower middle-income group.

Since the old days, education has always played a central role in Vietnam’s society and culture featuring Confucianism. The appreciation of learning and respect for teachers have been among the traditional values. Education is regarded as the ultimate path to personal success and make the family proud. Vietnamese parents are willing to sacrificed time and effort to ensure their children’s schooling.

Education has always been a one of the government’s top priorities to maintain and achieve further economic growth (Vietnam’s GDP in 2018 is projected to grow by 7.01% for the first time in 10 years according to the National Center for Socio-economic Information and Forecast (NCIF). The government spends significantly more on education than other countries in the Southeast Asian region, with 15% of its total public spending going to education in 2000, and 20% in recent years. The rate of government expenditure on education as a percentage of GDP has oscillated between 5.1% and 5.9% over the 2009- 2012 period and increased to 6.3% in 2016. In 2017, education received EUR7.7 billion, which constitutes 20% of all state expenditure on education according to the Ministry of Education and Training (MOET).

However, there have been constantly hot debates on the field, acclaiming that Vietnam does well only on papers. The country is solving a paradoxical challenge of high investment and relatively low practical educational outcomes. Despite enormous investment in education and remarkable performance on education regionally and globally, it is a common belief among Vietnamese people that their education system has ultimately failed its goals. Among most important goals is to afford the high demand of the high-skilled labour regardless of one million labourers join the job marketplace per year. A preliminary statistics by the General Statistics Office of Vietnam indicates that, in 2017, nearly 80% of the Vietnam- ese workforce lack professional and technical skills to perform their job. According to Vietnam Briefing, Vietnam’s labourers rank lower than those of Thailand, Singapore and Malaysia, and fall behind in language, cognitive, behavioural, and technical skills. The country faces a major skills gap while domestic credentials are often not recognised.

8 Technical and Vocational Education and Traing in Vietnam Chapter 1: Vietnam educaton’s landscape

Likewise, general education has received abundant critics on, for instance, its low teaching quality and antiquated curriculum and pedagogical approach. Indeed, most schools in Vietnam currently operate in the traditional mode of teacher-centered learning where students take a passive role in learning (i.e. simply copy down what the teachers write on the blackboard). In addition, many education and political leaders in Vietnam view the current textbooks and curriculum as out-of-date, given Vietnam’s adoption of a market economy and embrace of global integration.

Technical and Vocational Education and Traing in Vietnam 9 Chapter 1: Vietnam educaton’s landscape

High demand on education

Vietnam has struggled to provide good quality education that meets global standards and labour market requirements for its massive population.

Noticing the country’s demographic attributes, the enormous demand on education in Vietnam is partly well-explained. The reunified Vietnam since 1975 experienced a surge in population similar to the baby boom in the West, somewhat despite economic hardship in the early 1980s. Although population growth was later kept under control by a series of financial and occupational disincentives against high-fertility families, the age pyramid quickly expanded at the bottom for several generations of children. This particular phenomenon promises a huge demand for education when those children reach their school age in the 1990s and 2000s. The growth rate has declining lately (roughly 1%) but in the coming years, it will not reduce the high pressure on education providers. Vietnam is currently in “the golden age” with 24% of the population is under the age of 15. In an extended manner, around 60% of its population, or more than 90 million individuals, were under 35 years of age. In reality, supply has not met the need, which contributes to poor life-preparing educational results nationwide. Hence, it is the paramount objective of the central government to upskill the workforce through both general education and vocational training.

Vietnamese people are increasingly aware of the value of soft skills. This is due to employers perception that university graduates lack tacit knowledge and hands-on experience. Communication skills, teamwork, computer literacy and responsibility are not adequately taught in universities. Navigos Search, a headhunting company in Vietnam, commented that the lack of soft skills is the primary reason of unemployment for recent graduates. While the workplace becomes more complex and demanding, companies look for candidates with soft skills in addition to their educational background. Admittedly, Vietnam’s curriculum seems not to well provide graduates with essential competencies and qualities such as communication and presentation

10 Technical and Vocational Education and Traing in Vietnam Chapter 1: Vietnam educaton’s landscape skills. In the 3rd quarter of 2017, approximately 237,000 recent graduates were unemployed nationwide, which, many speculate, was caused by their lack of soft skills. Therefore, soft skills classes and workshops have become popular amongst students who hope to avoid unemployment.

There is also a trend for abroad studying or gaining international qualifications through partnership programmes both in Vietnam and overseas. Those qualifications are regarded as a competitive advantage, and even viewed as essential in some fields.

Priorities in educational development and reforms

Until now, Vietnam education system has experienced profound changes and implemented numerous reforms covering the whole system from pre-primary education to vocational training and higher education while learning from the foreign educational systems and managing to reach global educational levels.

In 2016, an important structural reform in Vietnam education system occurred with Resolution No. 76/ NQ-CP dated 3/9/2016 and adopted at the Government’s regular meeting in August 2016. Accordingly, the Ministry of Labour, Invalids and Social Affairs (MOLISA) became the sole government agency in charge of technical and vocational education and training (TVET) except teacher education and training which is under the governance of Ministry of Education and Training (MOET). Additionally, new policies were established to regulate the quality of education and to ensure that graduates meet the needs of the market. Education features prominently in “Vietnam’s Socio-economic Development Strategy for the period 2011-2020,” which seeks to improve human capital development. Similarly, the new draft national curriculum for general education by MOET is designed towards more emphasis on practical skills such as critical thinking and interpersonal skills instead of knowledge teaching characterised by rote learning. These reforms reflect a major change in educational mind-set of Vietnamese society in which among top prioritised goals of education is to prepare Vietnamese students for their working life with 21st century competencies and foundation knowledge in an ever-changing world.

Furthermore, internationalisation and privatisation in education are worth highlighted. Especially, Vietnam has been opening a welcome door to world-class educational systems in order to establish the fruitful partnerships in the field of education for the national prosperity since its economic and political reforms “Doi Moi” in 1986. In TVET, Decision No.2448/QD-TTg (2013) International integration with respect to education vocational training by 2020 and Decision No. 899/QD-TTg (2017) Targeted technical and vocational education and training – Jobs and labour safety 2016-2020 were made to support the internationalisation strategy and new TVET reforms. The 2017 decision comprises of two programmes, one emphasizing on building up workforce’s foreign language ability and ICT literacy while the other interestingly paying attention to entrepreneurship skills in cooperation with businesses and foreign organisations.

Derived from the curriculum reforms in both general education and TVET, teacher training, either pre-service or in-service, has enjoyed critical discussions from both the public and the academia. The new curricular requires teachers with more well-rounded skillsets, of higher qualities and modern and adaptive pedagogical

Technical and Vocational Education and Traing in Vietnam 11 Chapter 1: Vietnam educaton’s landscape approaches. Interestingly, in an effort to upgrade TVET quality to international level, most of the international partnerships in TVET between Vietnam and foreign educational institutions fall on teacher training.

Reforms in education and training are the order of the day in the spirit of maintaining relevance in this changing world. Collaboration among different stakeholders are emphasized and taken into account in different policies and actual programmes including, not only students, school staff but also parents, external organisations and enterprises of both local and international levels.

12 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET) CHAPTER II:

TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)

Vietnam is a wet rice civilisation and the Vietnamese people pursued vocational learning at family workshop or in traditional craft villages . The traditional form of vocational training created a skilled labour force for the society‘s needs and preserve the country’s traditional beauty and values. From informal vocational training at the traditional level to the formal technical and vocational system that began in 1969 , TVET Vietnam has changed over time align with training needs, economic evolution, policies and development strategies. The implementation of Industry 4.0 has put vocational skills training at the heart of the Vietnamese development goals. The Government wants to customise its vocational training more to the needs of industry and advanced technologies and to focus more on the needs-based-training.

1. TVET system

Several options for TVET exist in Vietnam, ranging from short-term continuing education programs to formal training programs at both the secondary and post-secondary levels. Short-term vocational certificate programs offered at vocational training centers are open to elementary school graduates, whereas longer programs (up to three years) offered at vocational schools typically require completion of at least lower-secondary education for admission. These longer programs lead to the award of a Vocational Training Diploma – a credential that qualifies for employment in a number of trades.

Technical and Vocational Education and Traing in Vietnam 13 Chapter 2: Technical Vocational Education and Training (TVET)

Lower secondary graduates can also enrol in more academically oriented vocational/technical high school programs, referred to as professional secondary or intermediate professional education, that combine vocational training with general education. These programs lead to the award of a Professional Secondary Educa- tion Graduation Diploma last three to four years, and usually require passing an entrance selection. Passing of the final national secondary school graduation examination upon completion of the program gives access to university education, but most students in the vocational track continue their studies at junior colleges. Stu- dents who already hold a general secondary education diploma can earn a professional secondary diploma in shortened one to two-year programs.

At the post-secondary level, VET is typically provided at junior colleges, although college-level programs are also increasingly offered by universities. Programs last between two and three and a half years and lead to the award of an Associate degree (Cử nhân Cao đẳng), or a Junior College Graduation Diploma (Bằng Tốt Nghiệp Cao Đẳng). Programs are geared towards employment and include a practical training component of up to 30 percent. Admission is based on the upper-secondary school graduation examination.

Statistic released by DVET showed that there were 1972 TVET institutes as of October 2016, increased by 134.5% compared with the number in 2015 as the result of the merger system of vocational training and professional training. TVET institutions in Vietnam includes:

Public TVET institutions are owned by the government with infrastructure invested and constructed by the government.

Private TVET institutions owned by domestic/private/individual/social economic organisations with infrastructure invested by those entities.

Foreign invested TVET institutions using `100% foreign capital or joint ventures between domestic businesses and foreign investors.

Recent years have seen the increasing number of advanced models of vocational training from developed countries. The following institutions – Viet-Singapore Vocational College, Viet-Duc (Vietnam–Germany) Vo- cational College, Viet-Phap ( Vietnam–France ) Vocational College, Viet-My (Vietnam–America) Vocational College, Viet-Nhat (Vietnam–Japan) Vocational College, Viet-Han ( Vietnam– Korea) Vocational College and Viet-Xo No. 1 (Vietnam–Soviet) Vocational College – are among examples of advanced VET models operating in Vietnam. These colleges are supported by their respective countries and follow models of the vocational colleges established within them.

2. TVET Governance

The responsibility for Vietnam’s vocational education and training (TVET) system is divided between the central government via Ministry of Labour, Invalids and Social Affairs (MOLISA) and provincial government. Since the enactment of the new law on 2015, MOLISA became the sole government agency in charge of TVET, taking over the TVET portfolio from the Ministry of Education and Training (MOET). MOLISA ‘s main responsibilities include the development of TVET policy, strategies and national occupation standard, management of

14 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

all qualification levels within the national qualifications framework, national targeted programs, and programs and projects concerned with the TVET sector and the management of some training disciplines and occupations. While MOLISA is the government agency in charge of TVET policy, there are a large number of TVET institutions which fall under the jurisdiction of other government agencies, such as Ministry of Construction, Ministry of Industrial and Trade, and Ministry of Culture, Sports and Tourism or provincial people’s.

MOLISA is to work with the Ministry of Planning (MPI) and Investment on forecasts of manpower demands, with the MOET in ‘orienting secondary school graduates to vocational training learning’ and with the Ministry of Agriculture and Rural Development (MARD) on the project ‘Vocational training for rural labour to 2020’.

The Directorate of Vocational Education and Training (DVET) is the agency under MOLISA responsible for providing consultancy and assistance for Minister of MOLISA in the state management and organising implementation of TVET Law except for the pedagogy. DTVET provides guidance to TVET institutions in training curriculum, personnel, student affairs, physical facilities, training equipment, quality accreditation and skill certificate.

3. Financing TVET

TVET funding are mainly from the state budget, tuition fees, enterprises and foreign funding. The state budget is the most important financial resources for TVET in Vietnam.

Structure of financial resources for vocational training in 2016 (in %) Source: DVET

Technical and Vocational Education and Traing in Vietnam 15 Chapter 2: Technical Vocational Education and Training (TVET)

3.1. State budget

The government budget for vocational training is being allocated to cover 3 main group of expenditures: Re- current expenditures, basic construction expenditures and national target programs. During the period 2011- 2016, the State budget accounted for, on average, 85.65%. In the current context of economic integration, financial investment for TVET have been expanded and become more diversified. The state budget plays an important role in the TVET development and guaranties the international competence and competitiveness of TVET institutes. The size of budget allocated to recurrent expenditures is determined by the target number of student enrolment set by the government

3.2. Non-state financial resources

Tuition and admission fees Statistic from DGVT shows that income from tuition and admission fees rises from 1,256 billion VND in 2011 to 1,989 billion VND in 2016. The annual income from tuition fees is mainly used to compensate the cost of training activities and partly for the reinvestments in training equipment and infrastructure in order to improve the training capacity of TVET institute.

Income from services delivered by TVET institutes. Income from service provided by TVET institutes comprises of income derived from production activities, sale of students’ practice product, research and technology services, and dividends earned from joint ventures. Income from service by TVET institute occupies a very small proportion (1.2%) of the total financial resources. The under developed infrastructure of many TVET institution hindered the development of their services and production provided to the market.

Domestic donor’s contribution Investment from domestic donors increased by 81% from 126 billion VND in 2011 to 228 billion VND in 2016. Investment, contributions, donations made by local enterprises to TVET activities are corporate income tax exemption or reduction.

Investment and donations contributed by international organisations and individuals.

Statistic shows that the investments through ODA funding and funds provide by international organisations and direct support to TVET institutes from foreign organisation increased from 141 billion VND IN 2013 to 381 billion VND in 2016.

State budget for TVET is increasingly allocated to underprivileged areas and for key TVET institutes. The Viet- namese government has strongly urged individuals and private organisations to invest in TVET development activities to promote autonomy, self-accountability and creativity at TVET institutions. 4. Qualification System and Quality Assurance

16 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

MOET and MOLISA shared the responsibility in monitoring and evaluating the National Qualification Standard.

Level Academic qualifications TVET qualification 1 5 credits Certificate I 2 15 credits Certificate II 3 25 credits Certificate III 4 Secondary diploma Secondary vocation diploma 5 - College diploma 6 Bachelor degree (Practice) Bachelor degree 7 Master degree 8 Doctor

The development, updating and the quality of the National Occupation Skills Standards (NOSS) and curricula are monitored and evaluated by DVET under MOLISA. By 2016, 191 NOSS are developed and 189 NOSS pro- mulgated.

For teaching qualification, TVET institution need to undertake an internal and external accreditation process. The external accreditation are carried out be recognised accreditation organisation, normally public management agencies and other independent accreditation organisation.

5. Key government strategy and policy

Labour intensive sector continue to be the growth drivers for the country’s economic development. As the world moves towards Industry 4.0, the Vietnamese government has to introduce significant reforms across

Technical and Vocational Education and Traing in Vietnam 17 Chapter 2: Technical Vocational Education and Training (TVET)

all main sectors of the economy. Only 15% of Vietnam’s current workforce have undertaken some form of formal TVET training before entering the labour market. By 2020, the Vietnamese government aims to have 55% of the total number of labour having formal TVET qualification.

Decision Np 630/QD-TTg dated 29/5/2012 by the Prime Minister approved the Vocational Training Develop- ment Strategy for 2011-2020 and set specific targets on training development for that period. It identifies general and specific objectives and strategic tasks, and establishes broad implementation and financing guidelines. It also identifies means to achieve the objectives, including: • Innovative management of vocational training • Develop vocational teachers and managerial staff • Develop national vocational qualifications framework • Develop training curriculum and instructional materials • Strengthen facilities and equipment • Enhance quality assurance • Enhance the linkage between vocational training, the labor market and enterprises • Improve awareness about vocational training development • Promote international cooperation in vocational training.

The strategy gives priority to development of high-tech training while also maintaining skills development for under-privileged regions and people. It recognises important roles for enterprise- based training and private provisions in supplying skills needed for employment and economic growth. A full section is devoted to enterprise-based training, including encouraging employer participation in defining training content, in setting skills standards and in assessing workers’ skills.

Under this strategy, the Vietnamese government seeks to promote socialization and diversification of resources for vocational training development. The strategy states that MOLISA should introduce mechanisms for TVET to operate independently and autonomously, and adopt systems and policies to attract domestic and foreign resources for vocational training development. The strategy also establishes that the state shall provide capital, land and tax incentives for non-public vocational training institutions.

Resolution No.73/NQ-CP 2016 adopted by the government approves the investments in national target programs from the period 2016-2020. According to the resolution, the general framework of 21 national target programs for the period 2016-2020 has been approved. MOLISA is assigned to lead the National target on TVET and employment and occupational safety. The goal of the program is to support the development of vocational training; promote the labour market efficiency; improve the linkage between labour demand and supply, job promotion.

The Law on Vocational Education and Training entered into force in 2015 regulated the vocational education and training system and covers the organisation and operation of vocational training institutions, and

18 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

the rights and obligations of organisation and individuals involved in the vocational training. The law also stipulates the objectives of TVET at the different education levels and aims to improve the quality of training, improved skilled labour supply, and increase productivities in the context of international integration. Two of the most important aspects of the law relates to greater autonomy of TVET institutions and the participation of the industry.

According to the Law on Vocational Education and Training 2015, public TVET institutions, which finance their recurrent expenditures and investment spending, are entitled to full autonomy in organisation and personnel, finance and property, training and technology, international cooperation and quality assurance. Besides, the law defines the rights and responsibilities of enterprises in the field of TVET. The article 51 defines that expenses related to TVET activities conducted by enterprises are deducted from tax- able income.

Technical and Vocational Education and Traing in Vietnam 19 Chapter 2: Technical Vocational Education and Training (TVET)

Law on Vocational Education (Effective July 1,2015)

SUMMERY Regulated body Colleges are regulated by MOLISA College education and College education and training as a pathway to the labor market training as a pathway to Training organization and Vocational education becomes flexible with module and credit models, management facilitating student-centered, extended or shortened training duration to suit the learners’ demands and articulation processes.

Under the new Law, vocational education and training become flexible with module and credit models, facilitating the articulation processes particularly in the vocational/applied learning pathways. Recent developments open up possibilities for pathways from vocational college to university. Students’ recruitment Vocational institutions are able to flexibly organize recruitment plans based on their schools’ own resources, recruit many times per year and combine many kinds of recruitment (students’ academic records or entrance exams) Knowledge and Skills Competencies-based knowledge and skills development of National Quali- fications Frameworks/ Skills Standards Tests, examination and If students accumulate adequate modules or credits, they are exempted graduate accreditation/ from graduation exams. qualifications Students finishing college level receive a college degree, practicing engineering college bachelor degrees or practicing college bachelor degrees Policies in support of ac- Free tuition fees for disadvantaged groups, secondary school students cessibility who study in vocational high schools and some special courses difficult to recruit. Accommodation policies for ethnic groups, poor households, near-poor households, and disabled groups Policies for teachers and The new law defines teachers’ titles in parallel to salary and bonuses. lecturers Teachers who take charge of practice and theory to practice courses could receive allowances. Incentives for enterprise Reduction of corporate income tax for enterprises engaged in vocational contributions to education training. The incentive policy will be detailed in amendments to the Law on Taxa- tion.

20 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

6. Priority industry sectors

6.1.ASEAN Framework Agreement • Air travel • Rubber-based products • Automotive • Textile and apparels • Agro-based product • Tourism • E-ASEAN • Wood based products • Electronic • Fisheries • Healthcare

6.2. Industrial Development strategy towards 2025, vision 2030

Processing and manufacturing industries • Mechanical engineering and metallurgy From now through 2025, to prioritize the following groups of industries and products: machinery and equipment serving agriculture, automobiles and mechanical spare parts, and steel for production. After 2025, to prioritize the following groups of industries and products: shipbuilding, nonferrous metals and new materials.

• Chemicals From now through 2025, to prioritize base chemicals, petro-chemistry and manufacture of technical plastics and rubber; after 2025, to prioritize the development of pharmaceutical chemistry industries.

Agricultural, forestry and fishery product processing From now through 2025, to prioritize to increase the processing ratio of key agricultural, fishery, aquatic and timber products in line with the restructuring process of the agricultural sector. To apply international standards to the production and processing of agricultural products, to build the trademarks and raise competitiveness of Vietnamese agricultural products.

Garments, textile, leather and footwear From now through 2025, to prioritize the production of raw and auxiliary materials serving production for domestic market and export; after 2025, to prioritize the production of fashion clothing and luxury shoes.

Electronics and telecommunications industries From now through 2025, to prioritize the development of computer equipment products, telephones and components. After 2025, to prioritize the development of software, digital content, information technology services and medical electronics.

New energy and renewable energy industries From now through 2025, to promote the development of new energy and renewable energy of different forms such as wind energy, solar energy and biomass energy. After 2025, to develop atomic energy for peaceful purposes, and to prioritize the development of renewable energy of such forms as geothermal energy, ocean wave energy, etc.

Technical and Vocational Education and Traing in Vietnam 21 Chapter 2: Technical Vocational Education and Training (TVET)

7. Internationalisation and mobility 7.1. Legal perspective

Decree No.48/2015/NĐ-CP provides guidelines for international cooperation in vocational education in joint training method and foreign invested institutions. Dossiers on registration, requirement on investment permit as follow: INTERNATIONAL COOPERATION IN VOCATIONAL EDUCATION

Section 1. Join training

Article 9. Joint training methods

1. Provide in Vietnam using Vietnamese programs or programs developed by both parties and issue degrees/certificates of Vietnam. 2. Provide in Vietnam using transferred foreign programs and issue degrees/certificates of Vietnam that are recognized by reputable international educational institutions. 3. Provide in Vietnam using foreign programs or bilateral programs and issue foreign degrees/certificates that are recognized by reputable international educational institutions. 4. Provide in Vietnam using transferred foreign programs and issue degrees/certificates of Vietnam that are recognized by reputable international educational institutions. 5. Provide a part of Vietnamese programs or foreign programs in Vietnam and a part of foreign programs abroad and issue foreign degrees/certificates that are recognized by reputable international educational institutions.

Article 10. Requirements for issuance of certificates in registration of joint training activities

1. Disciplines and training levels Each institution shall only engage in joint training activities with foreign educational institution(s) according to joint training methods as prescribed in Article 9 of this Decree within scope of disciplines or training levels approved by a Vietnamese competent agency.

2. Requirements for enrolled students of joint training programs: a) Regarding degrees/certificates issued by Vietnamese institutions, the enrolled students arere- quired to comply with Vietnamese regulations; b) Regarding degrees/certificates issued by foreign institutions, the enrolled students are required to comply with foreign regulations. These requirements are equivalent to requirements for enrolled students of foreign institutions as prescribed in regulations of home country and those requirements are approved by central vocational education authorities;

22 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET) c) Regarding degrees/certificates jointly issued by both Vietnamese institutions and foreign institutions, the enrolled students are required to comply with Point a and Point b Clause 2 of this Article. 3. Facilities and equipment a) Facilities are required to conform to scope and training levels of every discipline, in particular: - There are ordinary classrooms and school-labs conforming to training scope as prescribed. Min- imum area of an ordinary classroom: 1.5 m2/classroom, minimum area of a school-lab: 4 - 6 m2/ classroom; - There are workshops conforming to requirements for practice according to training programs; - There are laboratories and ordinary classrooms conforming to requirements pertaining to teaching, studying and research according to training programs. b) Training equipment is required to conform to the list of minimum training equipment pieces according to disciplines issued by central vocational education authorities. Regarding disciplines whose list of minimum training equipment pieces is not issued by the central vocational education authorities, they are required to have adequate training equipment as specified in the training program and equivalent to training scope of those disciplines.

4. Training programs and textbooks a) Institutions engaged in join training must provide adequate programs, textbooks, learning materials serving the study of students; b) Quality of training programs must be verified and recognized as prescribed in regulations of central vocational education authorities.

5. Teaching staff a) Educators teaching joint training programs must satisfy at least the qualifications prescribed in Article 54 of Law on vocational education, or craftsmen, skilled educators and obtain certificates in pedagogy or equivalence. b) Foreigner educators teaching joint training programs must have at least 05 years’ experience in the same disciplines; c) Teaching staff and administrative official staff must be sufficient and conformed to structure of disciplines and training levels, in which: - Maximum student-educator ratio: 25 students for every one educator regarding following disciplines: human civilization, economics and services; 20 students for every one educator regarding following disciplines: technique, technology; or 15 students for every on educator regarding disciplines requiring aptitude of students; - There are tenured educators undertaking at least 60% body of knowledge of each join training discipline.

Technical and Vocational Education and Traing in Vietnam 23 Chapter 2: Technical Vocational Education and Training (TVET)

6. Languages a) Language used in teaching and learning of subjects in joint training programs for foreign degrees/certificates is foreign language, teaching in Vietnamese or via translation is not permitted; language used in joint training programs for Vietnamese degrees/certificates is Vietnamese or via translation; b) Each educator teaching in foreign language in the joint training program must have foreign language levels meeting requirements of the program, provided that it is not lower than the Six-level Vietnam’s framework of reference for language or equivalence. c) Each enrolled students of the joint training program must gain achievement of foreign language at the third level of the Six-level Vietnam’s framework of reference for language or equivalence. d) According to needs of the students, joint-institutions may provide training courses in foreign languages in order to enable for the students to gain achievement at levels prescribed in Point c Clause 6 of this Article before providing official training courses.

7. Training scope of the joint training program shall be determined according to requirements for quality assurance of the program prescribed in Clause 3 and Clause 5 of this Article.

Article 11. Dossiers on registration of joint training activities

1. A document on registration of joint training activities which is signed by contracting parties in the joint training activities

2. A report on satisfaction of requirements pertaining to joint training activities jointly made by contracting parties which contains: objectives of joint training program; disciplines and training levels; facilities and equipment condition; programs and textbooks; list of expected teachers and lecturers (enclosed with proven documents on their professional competence and teaching experience); entities and criteria for enrollment; training scope; methods of examination and evaluation; degrees/certificates, value of foreign degrees/certificates in comparison with degrees/ certificates of national education system of Vietnam; measures for quality assurance and risk management; department in charge of joint training programs (enclosed with programs vitae of the representative of the Vietnamese institution and the foreign institution in charge of management of the program); tuition fees, financial aid of Vietnamese and foreign individuals or organizations (if any), budget estimates, financial management regime; responsibilities and enti- tlements of joint contracting parties; responsibilities and rights of educators and students.

3. An agreement on cooperation between joint contracting parties.

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4. A certified true copy of the decision on establishment or permission for establishment of the institution or other equivalent documents of joint contracting parties.

5. A certified true copy of proven document on permission for training in fields which are expected for joint training program of the Vietnamese institution or the foreign institution.

6. A certified true copy of quality evaluation certificate of foreign training program or foreign institution or quality certificate issued by a competent agency.

Article 12. Procedures for issuance of certificates of registration of joint training activities

1. Joint contracting parties shall compile a dossier as prescribed in Article 11 of this Decree and send it to: a) The central vocational education authority if it is a dossier on registration of joint training activities of the vocational college or the higher education institution; b) The vocational education authority of province in charge if it is a dossier on registration of joint training activities of the vocational education center or the vocational training school.

2. Within 05 working days, from the date on which the dossier is received, the receiving body shall verify the dossier. If the dossier is not satisfactory, the receiving body shall send a notification of amendments to the dossier to joint contracting parties.

3. Within 30 working days, from the date on which the satisfactory dossier is received, the receiving body shall take charge and cooperate with relevant agencies in assessment of the satisfaction of requirements, make reports and send them to the competent authorities prescribed in Article 13 of this Decree for consideration and decision.

4. Within 05 working days, from the date on which the assessment report is received, the competent authorities shall send responses.

5. If the application is rejected, within 05 working days, from the date on which responses of competent authorities are received, the receiving body shall provide explanation in writing.

6. Within 10 working days, from the date on which the certificate of registration of joint training activities is issued, the vocational education authority of province shall send a copy of the certificate of registration of joint training activities to the central vocational education authority.

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7. If there is any change in the certificate of registration of joint training activities, the institution is required to apply for additional registration to the competent agency as prescribed in Article 13 of this Decree.

Article 13. Competence in issuance of certificates of registration of joint training activities

1. Heads of central vocational education authorities shall issue certificates of registration of joint training activities to vocational colleges and higher education institutions.

2. Heads of vocational education authorities of provinces where the institutions are located shall issue certificates of registration of joint training activities to vocational education centers or vocational training schools.

Article 14. Suspension of enrollment and termination of joint training activities

1. An institution is suspended from enrollment on joint training activities in following cases: a) It fails to satisfy requirements pertaining to joint training activities prescribed in Article 10 of this Decree at the enrollment time; b) It commits fraud acts for issuance of the certificate of registration of joint training activities; c) It takes place enrolment without receipt of the certificate of registration of joint training activities;

2. Joint training activities of an institution shall be terminated in following cases: a) At the request of joint contracting parties; b) It fails to eliminate causes for enrolment suspension when the enrolment suspension term expires; c) It commits violations against regulations of law causing serious consequence; d) It fails to carry out joint training activities after 24 months from the date on which the certificate of registration of joint training activities is issued.

3. The competent person who is in charge of issuance of certificates of registration of joint training activities prescribed in Article 13 of this Decree shall have entitlement to suspend or terminate joint training activities as prescribed.

4. Within 30 working days, from the date on which the institution is suspended from enrolment or its joint training activities are terminated, the institution must reimburse students for training

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funding, pay teaching remuneration, ensure other lawful rights and interests of students, educators, civil servants and employees according to their labor contracts or collective bargaining agreement; and pay tax liabilities and other debts (if any).

Section 2. Foreign-invested institutions

Article 15. Procedures for permission for establishment

1. Procedures for permission for establishment of a foreign-invested institution: a) Issuing a certificate of investment as prescribed in law on investment; b) Issuing a decision on establishment of institution; c) Issuing a certificate of registration of vocational education activities.

2. Procedures for permission for establishment of a branch of the institution in the province or city other than the province or city where the headquarter of the institution is located: a) Issuing a certificate of investment as prescribed in law on investment; b) Issuing a decision on establishment of the branch of the institution; c) Issuing a certificate of registration of vocational education activities for the branch of the institution.

3. Procedures for permission for establishment of a branch of the institution in the same province or city: a) Adjusting the issued certificate of investment; b) Issuing a decision on establishment of the branch of the institution; c) Issuing a certificate of registration of vocational education activities for the branch of the institution.

Article 16. Requirements for investment permit

1. Investment capital: a) With regard to an investment project for establishment of foreign-invested vocational education centers, its investment rate is at least VND 60 million/student (excluding land use expenses). Total minimum investment capital shall be determined according to number of students (con- verting to full-time students) at the time in which the expected training scope is highest; b) With regard to an investment project for establishment of foreign-invested vocational training schools or vocational colleges; or an investment project for establishment of branches of foreign-invested vocational training schools or vocational colleges, its investment rate is at least

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VND 100 million/student (excluding land use expenses). Total minimum investment capital shall be determined at the time in which the expected training scope is highest, provided that it is not lower than VND 100 billion; c) If the foreign-invested institution does not construct new facilities but it rents facilities or receives available facilities from Vietnamese institution through capital contribution, the investment rate is at least 70% of investment rates prescribed in Point a and Point b Clause 1 of this Article.

2. Facilities: a) Minimum land area for construction: 25 m2/student regarding vocational training schools or vocational colleges and 04 m2/student regarding vocational education centers at the time in which the training scope is highest as mentioned in the plan for development of foreign-invested institution; b) There are adequate classrooms and conference rooms in conformity with the training scope; c) There are adequate working rooms, administrative zones and school headquarters meeting requirements pertaining to organizational structure of departments, faculties or subjects, ensuring minimum area is at least 04 m2/person regarding vocational education centers, 06 m2/person regarding vocational training schools or 08 m2/person regarding vocational colleges; d) There are libraries, practical rooms, laboratories, experiment gardens in conformity with each discipline; dd) There are dormitories, clubs, dining rooms, health or technical buildings, buildings for recre- ation, sports, culture and sanitation serving officials, teachers, lecturers, or students; e) There are teaching devices, machinery or equipment in conformity with training scope and level of each specific discipline; g) Each foreign-invested institution registering for operation for at least 20 years in Vietnam is required to have a plan for facility construction and obtain an approval for land allocation or land lease for facility construction issued by the People’s Committee of the province. If the institution registers for operation for within 05 years in Vietnam, it is required an agreement on rules for renting facilities stably in order to provide training programs and ensure the investment in facility construction under rate of progress of the project; h) Each foreign-invested institution registering for operation for under 20 years in Vietnam is not required to construct its own facilities, but it is required to have an agreement on renting appro- priate and stable schools, classrooms, workshops, auxiliary areas for at least 05 years.

3. Training programs: a) Training programs in a foreign-invested institution must meet requirements prescribed in Clause 1 Article 34 of Law on vocational education, the programs does not cause any harm to national defenses and security and community benefits; does not propagate religions or distort

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history; and does not cause negative effects on culture, morality or habits and customs of Viet- nam; b) The foreign-invested institution is entitled to teach Vietnamese training programs; or foreign training programs as prescribed; c) Heads of central vocational education authorities shall impose regulations on compulsory subjects for students who are Vietnamese citizens learning foreign training programs in foreign-invested vocational training schools or vocational colleges.

4. Teaching staff: a) Each educator is required to have at least qualifications as prescribed in Clause 5 of Article 10 and Point b Clause 6 Article 10 of this Decree; b) Rate of educators obtaining postgraduate qualifications accounts for at least 15% of all educators of the vocational training schools or vocational colleges; c) Foreign-invested institutions must have adequate number of tenured educators who obtain at least 60% of body knowledge of each training discipline.

Article 17. Requirements for issuance of certificates of investment;

1. For an investment project for establishment of a foreign-invested institution: a) There is an investment project which conforms to planning for socio-economic development and institution network approved by a competent agency; b) There is a pre-feasibility study on establishment of the institution as prescribed in Point d Clause 1 Article 18 of this Decree; c) There is a source of land plots allocating or leasing to the investor or there is an agreement on rules for renting available facilities as prescribed in Point g and Point h Clause 2 Article 16 of this Decree; d) There is enough financial capacity to carry out the investment project according to the investment rates as prescribed in Clause 1 Article 16 of this Decree.

2. For an investment project for establishment of a branch of the vocational training school or the vocational college: a) The vocational training school or vocational college having investment project for establishment of branch has been undergone quality assessment or recognized by Vietnamese or foreign competent agencies; b) There is a source of land plots allocating or leasing to the investor or there is an agreement on rules for renting available facilities as prescribed in Point g and Point h Clause 2 Article 16 of this Decree; c) There is a pre-feasibility study on establishment of the branch of the institution as prescribed

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in Point e Clause 2 Article 18 of this Decree; d) There is enough financial capacity to carry out the investment project for establishment of branches of the institution as prescribed in Clause 1 Article 16 of this Decree.

Article 18. Application for issuance of certificates of investment;

1. For an investment project for establishment of an institution: a) An application form for issuance of certificate of investment; b) Documents on confirmation of legal status of the investor: If the investor is an organization, it is required to submit a certified true copy of the Decision on establishment or Certificate of Business registration or other equivalent documents. If the investor is a Vietnamese individual, he/she is required to submit a certified true copy of passport or ID number or programs vitae; if the investor is a foreign individual, he/she is required to submit criminal record additionally except for aforesaid documents. c) An eco-technical description which contains: objectives, scope, location of investment; investment capital; rate of progress; demand for land use or agreement on renting available location or facilities in accordance with regulations of law; measures for technology and environment; or request for investment incentives (if any); d) A pre-feasibility study on establishment of an institution, which contains: - Type of institution applying for establishment; establishment necessity; conformity with planning for socio-economic development and institution network approved by a competent agency; - Name; training objectives, duties; plan for construction, development and training scope of the institution in each period; scheduled structure of the organization, management or administration; - Scheduled degrees/certificates; facilities, training equipment; training programs; teaching staff. dd) Documents proving financial capacity of the investor the investment rates as prescribed in Clause 1 Article 16 of this Decree.

2. For an investment project for establishment of a branch of the vocational training school or the vocational college: a) An application form for issuance of the certificate of investment or amendments to the certificate of investment; b) A certified true copy of the decision on permission for establishment of vocational training school or vocational college; c) A certified true copy of certificate of vocational education registration. d) A quality evaluation certificate of the school applying for establishment of the branch or certification of quality issued by the competent agencies;

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d) An eco-technical description related to establishment of the branch, including contents prescribed in Point c Clause 1 of this Article; e) A pre-feasibility study on application for establishment of the branch, which contains: - Necessity of establishment of the branch; - Name; operation scope; plan for construction, development and training scope equivalent to each period; expected structure of the organization, management or administration; - Scheduled facilities, training equipment; training programs; teaching staff in accordance with regulations of this Decree. g) Documents proving financial capacity of the investor according to the investment rates as prescribed in Clause 1 Article 16 of this Decree.

3. A certification issued by the foreign agency to the investor is required to be consularly legalized at the Ministry of Foreign Affairs of Vietnam or diplomatic missions, consular offices or authorized consular agency of Vietnam abroad, except for cases in which the international agreements to which the Socialist Republic of Vietnam is a signatory otherwise regulated.

Article 19. Procedures and competence in issuance of certificates of investment

1. Procedures and competence in issuance of certificates of investment shall comply with regulations of law on investment.

2. Within 05 working days, from the date on which the certificate of investment is issued, the issuing body shall send a copy of the certificate of investment to: a) The central vocational education authority regarding the investment project for establishment of vocational colleges and their branches; b) Vocational education authorities of provinces regarding the investment project for establishment of vocational education centers or vocational training schools and their branches;

Article 20. Requirements for establishment permit

1. The certificate of investment is issued.

2. There is a project for establishment meeting requirements pertaining to facilities, equipment, programs, textbooks, and teaching staff as prescribed in Article 16 of this Decree.

Article 21. Application for establishment permit

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An application for establishment of a foreign-invested institution includes:

1. An application form for establishment of the foreign-invested institution.

2. A certified true copy of the certificate of investment.

3. A project for establishment of the institution, which clarifies: a) Name of the institution; objectives and tasks; scope; scheduled degrees/certificates; scheduled organizational structure; b) Specific plan for construction, development and training scope of the institution in each period, which clarifies requirements pertaining to facilities, equipment; training programs; and teaching staff as prescribed in Clause 2, 3 and 4 of Article 16 of this Decree.

4. An approval for land allocation or land lease issued by the People’s Committee of the province regarding cases in which construction of facilities is required (clarifying address, area and boundary markers of the land plot) and an agreement on rules for renting available facilities in accordance with regulations of law and relevant legal documents.

5. An investment project for construction of facilities, including description and detailed design of the educational institution regarding cases in which construction of facilities are required.

6. Documents proving financial capacity according to the investment rates as prescribed in Clause 1 Article 16 of this Decree.

Article 22. Procedures and competence in establishment permit

1. Each investor shall submit 01 dossier as prescribed in Article 21 of this Decree to: a) The central vocational education authority regarding the application for establishment of the vocational college; b) The vocational education authority of province regarding the application for establishment of the vocational education center and vocational training school.

2. Within 05 working days, from the date on which the application is received, the receiving body shall verify the application and send it to relevant agencies for consultation. If the application is not satisfactory, the receiving body shall send a notification of amendments to the application to the investor.

32 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

3. Within 10 working days, from the date on which the Official Dispatch on consultation is received, the consulted agency is required to provide response.

4. Within 30 working days, from the date on which the satisfactory application is received, the receiving body shall make report on assessment and submit it to the competent agency as prescribed in Clause 6 Article 18 of Law on vocational education for consideration and decision.

5. Within 10 working days, from the date on which the satisfactory application is received, the receiving body shall make report on assessment and submit it to the competent agency as prescribed in Clause 6 Article 18 of Law on vocational education for consideration and decision.

6. If the application is rejected, within 05 working days, from the date on which the response issued by the competent agency is received, the receiving body shall provide explanation for the investor in writing.

Article 23. Duration of operation Duration of operation of the foreign-invested institution is not longer than 50 years, from the date on which it is established. If necessary, the Government shall decide a longer duration, provided that it does not exceed 70 years.

Article 24. Requirements for establishment of a branch

1. There is a certificate of investment together with establishment of the branch of a vocational training school or a vocational college or adjusted certificate of investment.

2. The institution has been undergone quality assessment carried out by an agency, organization or a Vietnamese or foreign competent agency.

3. There is a project for establishment of the branch as prescribed in Point e Clause 2 Article 18 of this Decree.

4. There is enough financial capacity to carry out the investment project for establishment of branch of the institution as prescribed in Clause 1 Article 16 of this Decree.

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Article 25. Application for establishment of a branch

1. An application form for establishment of the branch of the vocational training school or vocational college.

2. A certified true copy of the certificate of investment together with establishment of the branch of the vocational training school or the vocational college or adjusted certificate of investment.

3. A certified true copy of the quality assessment certificate or certification of quality issued by the Vietnamese or foreign competent agency.

4. A detailed project for application for establishment of the branch must contain: a) Name of the branch; objectives and tasks; scheduled organizational structure and vocational education activities at the branch; b) Specific plan for construction, development and training scope of the branch in each period, which clarifies requirements pertaining to facilities, equipment; training programs; and teaching staff in accordance with regulations of law.

5. An approval for land allocation or land lease issued by the People’s Committee of the province regarding cases in which construction of facilities is required (clarifying address, area and boundary markers of the land plot) and an agreement on rules for renting available facilities in accordance with regulations of law and relevant legal documents.

6. An investment project for construction of facilities, including description and detailed design of the branch regarding cases in which construction of facilities is required.

7. Documents proving financial capacity according to the investment rates as prescribed in Clause 1 Article 16 of this Decree.

Article 26. Procedures and competence in establishment permit

1. The investor applying for establishment of a branch of the vocational training school or the vocational college shall send an application as prescribed in Clause 1 Article 22 of this Decree to the competent agency prescribed in Clause 6 Article 18 of Law on vocational education.

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2. Within 05 working days, from the date on which the application is received, the receiving body shall verify the application and send it to relevant agencies for consideration. If the application is not satisfactory, the receiving body shall send a notification of amendments to the application to the investor.

3. Within 10 working days, from the date on which the Official Dispatch on consultation is received, the consulted agency is required to provide response.

5. Within 05 working days, from the date on which the report on assessment is received, the competent agency shall consider permitting establishment of the branch of the vocational training school or the vocational college.

Article 27. Registration of vocational education activities

1. Each institution and the branch of foreign-invested vocational training school or vocational college in Vietnam may only carry out vocational education activities after receiving the certificate of vocational education activity registration.

2. Heads of central vocational education authorities shall impose specific regulations on requirements, competence and procedures for issuance and revocation of certificate of vocational education activity registration or certificate of additional vocational education activity registration.

Article 28. Announcement of establishment of institutions and branches of foreign-invested vocational training schools or vocational colleges

Within 03 working days, from the date on which the decision on permission for establishment of the

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institution or the decision on permission for establishment of branch of the vocational training school or vocational college, the central vocational education authority or the vocational education authority of province shall announce information about the institution or the branch on their website, including: 1. Name of the institution or the branch in Vietnamese or popular foreign language; 2. The certificate of investment if it is required (number, date, issuing agency and total registered investment capital); 3. The decision on permission for establishment of the institution or the branch (number, date and issuing agency); 4. The certificate of vocational education activity registration; the certificate of additional vocational education activity registration (if any); 5. Full name of the Principal (Director) of the institution or the person in charge of the branch; 6. Address of the institution or the branch and following information: phone number, fax, symbol and website (if any), email; 7. Account number at the bank where the institution or the branch usually enters into transac- tions.

Article 29. Acquisition or division of institutions

1. Acquisition or divisions of a foreign-invested institution must follow rules below: a) Conform to requirements pertaining to socio-economic development of Vietnam; b) Conform to planning for institution network; c) Improve quality and effectiveness of vocational education; d) Ensure rights of officials, employees, educators and students of the institution; dd) New institution after acquisition or divisions is required to meet all requirements prescribed in Article 16 of this Decree.

2. The competent agency permitting establishment of foreign-invested institutions shall have competence in permission for acquisition or divisions of foreign-invested institutions.

3. An application for acquisition or division of a foreign-invested institution includes: a) An application form for acquisition or division of the institution; b) One in following documents: An agreement on acquisition drawn up by the legal representative of the institution. The agreement on acquisition must contains: name, address of head office of the acquired institution; name, address of head office of the acquiring institution; procedures and requirements for ac-

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quisition; plan for employee employment; term, procedures and requirements for conversion of assets, capital holding of the acquired institution into capital holding of the acquiring institution and acquisition term; Decision on division of a foreign-invested institution approved by the owner of the institution. The decision on division of the institution must in accordance with regulations of law in force and contains: name, address of the divided institution; name and address of the new institution; rules and procedures for division of assets; plan for employee employment; term and procedures for conversion of capital holding of the divided institution into the new institution; rules for solutions for obligations of the divided institution; division term. The decision on division must be sent to all creditors and all employees shall be informed within 01 month, from the date on which the decision is approved.

4. Procedures for acquisition or division of a foreign-invested institution: a) The application for acquisition or division of a foreign-invested institution shall be submitted to the receiving body as prescribed in Clause 1 Article 22 of this Decree; b) Within 30 working days, from the date on which the satisfactory application is received, the receiving body shall make report on assessment and submit it to the competent agency as prescribed in Clause 6 Article 18 of Law on vocational education for consideration and decision.

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7.2. Donor Landscape

A significant portion of aid provided to Vietnam in the form of low interest loans from the WB, ADB, Japanese and Korean Development Banks. Australia is the largest bilateral donor. Development partners have to some extent concentrated their activities to specific education and training sub-sector. ADB, WB, UNESCO are lead donors in primary and secondary education. WB, ADB, New Zealand and Australia are lead donors in higher education. ADB, Germany, ILO, Japan, Korea are lead donor in TVET.

Various multilateral and bilateral projects have provided technical and financial assistance to TVET in Viet- nam since the late 1990s.The ADB has had a long history of supporting Vietnam’s TVET system reform since the 1990s. ADB, together with the French, Japanese and Nordic aid, supported MOLISA’s Vocational and Technical Education Project (1998 to 2008) which established 15 schools, developed skills standards for 48 occupations, introduced an accreditation system and piloted labour force information systems and a national testing and certification program.

The ILO has been supporting the Government of Vietnam to improve the quality of teaching, and governance of Vietnam’s TVET sector. ILO, in partnership with MOLISA, has implemented the Labour Market Project, launched in 2008 with US$ 18.3 million funded by European Union. The project run until late 2010, developing labour market information centres within MOLISA and provincial authorities, strengthening the quality of TVET teachers, and developing national skill standards in one industrial sector. Vietnam is also one of five beneficiary countries of the Russian Federation-funded project ‘Applying the G20 Training Strategy: A partnership of the ILO and the Russian Federation, which aims to tackle the challenges at the policy and institutional level. Under Phase Two (2016-2019) of the project, the ILO in Vietnam are putting a strong emphasis on the public-private partnership in the TVET sector and improving national and sectorial TVET governance.

7.2.1. Bilateral cooperation

Germany Vietnamese Vocational Education and Training has been under the spotlight of Germany-Vietnam cooperation over the last 20 years. GIZ, German’s organisation in cooperation development has been assisting Viet- nam to address a number of pressing environmental and socio-economic challenges, including the growing shortage of skilled labour who can meet the need of a green and sustainable economy. Vocational training is, therefore, one of the main priorities of GIZ’s work in Vietnam. GIZ has been working closely with the Vietnam- ese Government on the development and implementation of strategies and frameworks to improve the TVET system with a focus on links with the private sector.

Under the ‘Programme Reform of Technical and Vocational Education and Training in Vietnam’, Vietnamese

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and German experts have been working together to better involve the business sector in the development of occupational standards and delivery of training, placing an emphasis on practical training and life-long learning.

Further enhancing the framework of strategic partnership with Vietnam, The International German School will be built in HCMC for TVET with capacity of 600 students with total investment of 25 million Euros

Japan Japan International Cooperation Agency (JICA) has assisted the Hanoi Industrial College and constructed and equipped provincial TVET centres through the Grass-roots Human Security Funds. Over the last 20 years, Japan has provided various support for the development of the vocational education and training in Vietnam and made visible impact on the change of TVET landscape. The KOSEN model is currently introduced in the vocational schools and colleges and welcome by the Vietnamese government for its proven successful result.

Denmark In January 2017, MOLISA and the Danish Ministry of Education launched the two-year (2017-2019) project to pilot dual TVET at four TVET schools – Hanoi Industrial Vocational College, the North-Eastern Vocational Col- lege of Technology, Agriculture and Forestry, the Southern Technology and Agro-Forestry Vocational College and the HCM City Vocational College. The project aims to enhance the cooperation between authorities, TVET schools and enterprises in the furniture and graphic design sectors, addressing skills gaps and competencies of TVET school graduates to determine what is required by enterprises and the labour market in Vietnam.

United Kingdom Under the Skills for Employability initiative, running in 30 countries by the British Council, the Vietnam program has a strong focus on the quality assurance (QA) system at Vietnam’s TVET colleges, following the UK QA system model. Under an MOU with DTVET-MOLISA on a collaboration program focusing on developing a QA system, 21 TVET institutions in Vietnam have established partnerships with UK colleges, aiming to enhance the quality of TVET delivery locally. Since 2015, there have been a number of exchange visits to and from the UK. Vietnamese college rectors and senior staﬀ went to the UK to learn more about its QA system, followed by the visits to Vietnam by UK skills experts delivering training on QA tools, processes and frameworks. In 2016, the electronic QA Toolkit was handed over to the participating partner colleges.

Most importantly, the collaboration with the British Council on building a QA system of HQ TVET institution served as an important fundament for drafting a circular on the establishment of a QA system in TVET institutions as stipulated in the Decree No. 48/ND-CP by the Government dated 15 May 2015.

Canada

Technical and Vocational Education and Traing in Vietnam 39 Chapter 2: Technical Vocational Education and Training (TVET)

Funded by the Department of Foreign Aﬀairs, Trade and Development Canada (DFATD Canada), the Vietnam Skills for Employment Project (20-million-CAD worth, launched in 2014 and expected to finish in 2020) is aimed at strengthening Vietnamese capacity for TVET leadership and management at the national and provincial levels.

The project has helped established two Training Centres for Advanced Management located at the Nation- al Institution of Education Management in Hanoi and Vietnam National University Ho Chi Minh City. At the provincial level, the project aims to develop capacity for local TVET institutions to engage more eﬀectively with industry, ensuring practical training meets industry demand. Following the Canadian community college model, the project built three sample TVET programs, at Binh Thuan Community College (Tourism Manage- ment – Hospitality program, in partnership with the College of North Atlantic, Canada), Vinh Long Community College (Food Technology program, in partnership with Niagara College, Canada) and Hau Giang Community College (Food and Pharmaceutical Technology program, in partnership with Durham College, Canada).

Korea The Korean International Cooperation Agency has supported skills development since 1994 e.g. support for Hanoi Vocational Training Centre (equipment for electronics, automobile maintenance and refrigeration training and training of teachers) and support for the Korea- Vietnam Industrial Technology Institute, a technical engineering school (equipment, technical expertise and designing curricula and education materials).

Australia Australia has been actively supporting Vietnam in the education sector for decades. In 2018, Australia signed a MOU with MOLISA for four priority areas of cooperation in Policy and Governance, quality personnel, institutional collaboration, and mobility.

7.3. Public Private Partnership in TVET Vietnam

Partnerships between TVET and enterprises are under various forms including funding for training, donation of equipment, scholarship provision, teaching assistance, acceptance of teachers and students for enterprise based training, involvement in curriculum development and occupational skill standards, joint scientific research, etc.

Large FDI firms tend to invest in PPP with TVET institution and allocate resources for staff training, either through company-based training facilities or through buying staff upgrading programmes in the training market. In the case of advanced and specialised skill areas are of importance to the business, FDI firms are will- ingly prepared to pay training fees well above the normal tuition rates in the TVET market. Service providers for those training could be international training organisation or companies having presence in Vietnam or local companies having strong link to international training organisation.

40 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

Technical and Vocational Education and Traing in Vietnam 41 Chapter 2: Technical Vocational Education and Training (TVET)

One of the recent public-private partnership (PPP) is KONE-DEG Technicians Training Academy between KONE LLC Vietnam and Ly Tu Trong Vocational Col- lege in HCMC. The new building, as part of the department of mechanical engineering department, will be home for state of the art elevator facilities where students are able to think and focus on prac- tising quality labour.

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7.4. From donorship to partnership

Over the last few years, MOLISA has spent 220 billion VND from the State budget for the purchase of international services in TVET from Malaysia, Germany and Australia. The first commercial project in vocational education and training between Vietnam and Australia commenced in 2014 and has involved to date the teacher training in Australia for over 330 Vietnamese vocational teachers; development of 12 qualification packages aligned to Vietnam industry needs; and management of a trial implementation of these packages in 25 vocational colleges from across Vietnam. Full qualification packages have been developed for 12 trades being:

• Restaurant management • Resort management • Travel management • Tour guide • Biotechnology • Mechatronics • Industrial electronics • Graphic design • Information technology software applications • Techniques for electricity installation and control in industry • Computer network management • Refrigeration and air conditioning engineering.

These packages consist of: • Qualifications (aligned to Australian Packages and the needs of Vietnam)

Lists of teaching and learning resources: • Assessment tools • Equipment lists • Delivery schedules.

Teacher training consisted of four to five months in Australia in 2014 and 2017 studying the Certificate IV in Training and Assessment and the Australian qualifications they were to teach in Vietnam.

By the end of 2018, DTVET/MOLISA has started the training implementation for 45 TVET institutions in the framework of the commercial contract between Germany and Vietnam. Germany has transferred 22 trades based on German Occupation Standard with full validation from HWK Leipzig. 8. Needs and business opportunities in vocational education and training 8.1. Vision for the future

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Vietnam has the capability of supplying wider range of labour forces having specialised skills and knowledge to meet the demand of growing economies. Moreover, TVET and skill development in Vietnam is keeping pace with rapidly changing technologies and economic requirements Graduates of TVET Institution have competitive occupational competencies with solid foundation of general education and skills. These trained workers are playing key roles in all sectors of economy. The TVET system has opened up multiple options of learning skills and educating themselves in a variety of ways and at different time during their life time. Business and industrial community is actively involved in organizing industry-based skill development and apprenticeship programs, in the process of developing occupational standards and curriculum, assessing competencies, providing support in placing students for on-the-job training and/or for employment, serving in training advi- sory boards and supplying information on job demands.

8.2. TVET needs

The world is moving towards Industry 4.0 and Vietnam is not an exception. The Vietnamese industrial sector recently saw particularly strong growth, which led to an impressive expansion of exports, among other developments. But the majority of these exports are still labour-intensive products with little added value. Vietnam’s goal of achieving sustained high economic growth requires higher labour productivity and greater production depth. A serious obstacle on this path is the lack of skilled workers. The government needs a large number of skilled and productive local workers able to make the country competitive regionally and globally particularly for the infrastructure, agricultural, and manufacturing sectors. Existing vocational training opportunities are inadequate. The government intends to change this, but increasing international competitiveness requires further comprehensive economic reforms to leverage TVET skills to fill up the gap in the job market. International cooperation and international service procurement plays an important role in speeding up the process. Vietnam recognises the benefit in purchasing the internationally recognised qualification and having local adaptation rather than creating new ones. The procurement of international qualification paves the way for labour movement among ASEAN countries as well as between Vietnam and international qualification providers.

8.3. Main challenges

According to the World Economic Forum (WEF)’s Readiness for the Future of Production Report 2018, Viet- nam was ranked among those that are not currently ready for Industry 4.0. It ranked 90th in technology and innovation and 70th in human capital, among 100 countries. Major challenges include the lack of technology, infrastructure, R&D spending, vocational and technical skills mismatch. Around 40% of FDI firm in Vietnam struggled in hiring skilled labour. Vietnamese TVET system is not yet adequately focused on the country’s economic and social needs. The TVET learning path has not been culturally appreciated in Vietnam due to the rooted low status in the colonial past of blue collar workers. To a certain extent, career guidance and counselling does exist in Viet Nam, but is not provided at the right time, when young people start considering career choices. Instead, it is provided later (Grade 12), when the choice of whether or not to go into TVET has already been made, and it is done in a superficial and inadequate way. Guidance often involves helping

Technical and Vocational Education and Traing in Vietnam 45 Chapter 2: Technical Vocational Education and Training (TVET)

students decide which university to go to, rather than if they should be going to university or going into TVET instead. The on-going general education reform has emphasised on the provision of career guidance for students at the right stage, however it remains a big challenge for Vietnam due to the lack of experiences in career guidance expertise. In addition, the massification of higher education has always been the obstacle for the popularisation of TVET qualification in the labour market. In the context where many higher education graduates compete with the vocational graduates, it will be detrimental for the latter due to their lower status in the society. The TVET system in Vietnam, despite of many recent improvement, still lack of transparency especially in data collection. Coordination of different assistance projects needed to be strengthened to avoid overlapping role. Many high-quality TVET institutions exist in Viet Nam, but a core problem is the extreme variation in quality (e.g. knowledge and skill attainments) of graduates.

9. Business opportunities Countries have achieved high vocational educational outcomes using very different practices. These evolved to suit their particular circumstances. Despite of the cultural differences and diverse population, there’s a lot that Vietnam can learn from the world and especially from Finland. TVET in Finland has been favoured by young people with more than 50% go for the TVET track. Legislative reforms since last two decades allow Finnish TVET students to progress to further non dead- end studies at university or applied sciences level and provide equity and equality for its institutions in development funding as general education institutions. The experiences of the Finnish proven success education model now can be shared to the world with adaption to the local cultural uniqueness and governance characteristic.

Finnish TVET service provider can support the government in the reform of Vietnamese TVET by providing policy advice and improved governance in TVET sector at the macro management level. Finnish TVET service providers can benefit from the provision of their services both to relevant ODA projects in TVET or direct commercial service contracts to TVET institution in both public and private sector. Through discussions with TVET institutions, there have been many interests for business cooperation in the importation and adaptation of international TVET curriculum with qualification. Hanoi, HCMC and surrounding satellites cities are in hot demand of the TVET development due to the concentrated presence of the big industrial zones and conglom- erates. Current needs from TVET focuses on the vocational teacher training in service training combining with the importation of vocational curricula/qualifications packages. Delivery model of Finnish TVET

46 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

Language training is one of the fertile land for service providers, especially service providers in learning technology. Online TVET training is new but not too foreign to TVET institutions as e learning is being promoted heavily in TVET leading institutions. To some extend, the online education certificate is not totally recorgnised as formal education and highly appreciated by businesses. However, the trend of learning on the move is new wave and gets acceptance by young generation.

In December 2018, The Asian Development Bank (ADB) has approved a $78 million financing package to help Viet Nam’s labour force meet market demands by improving the quality of TVET institutions. The Skills and Knowledge for Inclusive Economic Growth Project, supported by a $75 million loan from ADB, will provide advanced training equipment to 16 national TVET institutes. In collaboration with the business community, these upgrades will enhance the quality of training programs for advanced skills in key growth areas, such as electronics, mechanics, biotechnology, automation, and automotive In addition, a $3 million grant financed by the Government of Japan will complement these activities by strengthening the quality of the soft skills—such as the ability to communicate, teamwork, and problem-solving—and developing demand-driven short-term skills programs for women and youth in disadvantaged communities. In addition, MOLISA source has indicated the allocation nearly 2000 billion VND for the Target program in Vocational education and training-Employment and Labour safety in 2019. As the beneficiary of the program and other funding sources, TVET institutions have the opportunities to independently procure the required services from domestic and international partners following the requirement and guidelines from MOLISA.

In 2018, MOLISA has approved the list of focal trades at all levels (National, ASEAN, and International) towards the year 2020 with vision to 2025. Of which 62 trades require international standards, 93 trades require ASE- AN level and 134 trades require national level. The chosen trades have the high demand in labour resources

Technical and Vocational Education and Traing in Vietnam 47 Chapter 2: Technical Vocational Education and Training (TVET)

especially those trades relate to the revolution 4.0 such as: Information technology, physics, biology, high the agriculture. In addition, those trades that are approved for the free movement among ASEAN countries include dentist, nursing, technology, construction, accounting, architecture, tourism. TVET institutions have to actively look for international cooperation for the qualification of international standard trades. Statistic from HCM Human Resources Forecasting and Labour Market Information Centre, only in HCMC area, the labour force demand for mechatronics, information technology, food processing, chemistry, rubber and plastic and services is quite substantial. TVET institutions, apart from the annual funding allocation from the state, can make independent project funding proposal for the development of trades that are under high priority. The funding proposal normally includes infrastructure, equipment upgrades, curriculum development and teacher’s training. The funding proposal amount could be from a hundred thousand EUR to a few dozen million EUR depending on the scope of the project. A draft budget proposal from Thu Duc College of Tech- nology in HCMC indicated the amount of 221 billion VND for the facilities upgrade excluding the amount for purchasing international expertise which will be applied on a separate basis.

9.1. Ho Chi Minh City TVET landscape

Statistics from college/university entrance selection in 2018 shows positive sign of vocational college admission rate especially in the area of HCMC. Professor Nguyen Duc Minh, Head of College for Foreign Eco- nomic Relations revealed that his school this year selected students based on results of the national high school graduation examination with the admission of 3,320 students out of 9000 applicants. Likewise, the acceptance rate at HCMC College of economics is 1,460 students out of 8,000 applicants. Admission quality records very high in comparison with the university entrance requirement.

The positive outlook for TVET in big cities particularly in HCMC has reflected the increasing confidence of young people in the TVET system and its proven accessibility to the job market. It’s undeniable that the effort of TVET reform and international assistance over the last decades have fostered visible positive changes in a number of TVET institutes.

According to the Ministry of Planning and Investment’s Foreign Investment Agency (FIA), over the last 30 years, HCMC has granted investment licences to 7,494 projects worth US$44.5 billion, accounting for 13.9% of the nation’s total FDI. HCMC continued leading the nation in FDI attraction in the first quarter of 2018, with a total of US$1.7 billion – a fourfold increase compared with the same period last year. HCMC also became the first place to welcome big names like Intel, Samsung, Toshiba, Mercedes, Isuzu, creating potential opportunity in production and development. The development of satellite cities surrounded HCMC such as Binh Duong and Bien Hoa, home of export processing zones and industrial parks create a compact job opportunity for TVET graduates. Companies located in the processing zone are heavily competing to recruit skill workers and most of them have carried out the enterprise - based training with TVET institutions or sponsor scholarship and equipment for TVET institutions to ensure TVET graduates ‘s commitment for future career choice.

Skill shortages are reported to be the greatest for businesses with international link. FDI firms that are engaged

48 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

in international trade and firms that have international link are affected by the skill shortages than local firm. Hence, the increasing attractiveness of TVET in lucrative job market like HCMC is understandable. The picture of TVET in other areas especially in sparsely populated area is unfortunately not as blissful as in HCMC.

Till 2018, HCMC leads the country in terms of number of vocational institutions. One of the fact is that not all 517 public and private TVET institutes in HCMC are competent. There is a tendency of unbalanced admission among TVET institutes where applicants are rushing in those popular TVET institutes and abandoning others due to their less attractiveness in terms of training fields as well as out of date infrastructure. As the economic locomotive of Vietnam, 320,000 job vacancies are expected in HCMC in 2019 includes 130,000 new jobs. Lo- gistic field sees noticeably increase due to import and export activities. The “Smart Cities for 2017-2020, vision to 2025” project would hit new wave of job demand for network security, programming, software/apps development.

Technical and Vocational Education and Traing in Vietnam 49 Chapter 2: Technical Vocational Education and Training (TVET)

9.2. Potential business contact and interested field of cooperation with international partners

2. VIETNAM VOCATIONAL COLLEGES KOREA 1. HANOI INDUSTRIAL VOCATIONAL COLLEGE HANOI CITY

• Automobile Technology • Industrial Electronics • Air Conditioning and Refrigeration • Industrial Electricity • Engineering • Mechatronics • Mechatronics • Computer Network Administration • Industrial Electricity • Welding Engineering

Address: Address: 131 Thai Thinh Street, Dong Da District, Ha Noi Uy No Commune, Dong Anh Town, Ha Noi Contact: Contact: Mr.Nguyen Tien Dung – Head of International Coopera- Mr. Bui Van Cong – Head of Organisation and Ad- tion Department ministration Department Tel: +84 (0)963246789 Tel: +84 (0)933886266 Email: [email protected]/nguyentiendung89@gmail. Email: [email protected] com

In Hanoi

50 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

3. HANOI COLLEGE OF ELECTRONICS & 4. SCHOOL OF ECONOMICS AND REFRIGERATION ENGINEERING NORTH THANG LONG

• Automation industry • Food Processing Engineering • Cosmetology

Address: Address: Nguyen Van Huyen Street, Dich Vong Ward, Cau Giay Kim Chung Commune, Dong Anh Town, District, Ha Noi Ha Noi Contact: Contact: Ms. Nguyen Thi Tuyet Thanh – Head of Mr. Pham Quang Vinh – Principal Organization and Administration Department Tel: +84 (0) 24 38 812 431 Tel: +84 (0) 24 37 673 896 Email: [email protected]

5. HANOI COLLEGE OF INDUSTRIAL ECONOMICS

• Computer Network Administration • Information Technology (Software Appli- cations)

Main Campus: 143 Nguyen Ngoc Vu Street, Trung Hoa Ward, Cau Giay District, Ha Noi Campus 2: No.106 Ta Thanh Oai, Thanh Tri District, Ha Noi Contact: Duong Thi Bich – Head of Internation- al Cooperation Department Hotline: 0869969396 Tel: +84 (0)243 555 3407 Email: [email protected] Technical and Vocational Education and Traing in Vietnam 51 Chapter 2: Technical Vocational Education and Training (TVET)

7. THE CENTRAL COLLEGE OF 6. HANOI VOCATIONAL COLLEGE OF TRANSPORT I ENGINEERING AND TECHNOLOGY • Industrial Electronics • Operating Machines for Constructing Road • Automobile Technology Basement • Computer Network Administration • Automobile Technology • Industrial Electricity • Metal Cutting

Address: Address: Group 27, Dong Anh Town, Ha Noi Thuy An Ward, Ba Vi District, Ha Noi Contact: Contact: M.S. Nguyen Duc Tho – Principal Mr. Nguyen Minh Nhat – Head of Science Manage- Tel: +84 (0) 904 194 516/ +84 (0) 24 39 68 2799 ment and International Cooperation Department Email: [email protected] Tel: +84 (0) 988 281866/ 24 33 863 668 Email: [email protected]

In Hanoi In Hai Phong

52 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

8. HANOI TOURISM COLLEGE 9. HANOI COLLEGE OF ART

• Tour Guiding • Western Instrumental Performance • Food Processing Technology • Hopitality Management • Tourism Management • Restaurant, Food and Beverage Management

Address: Address: 236 Hoang Quoc Viet Street, Co Nhue 1 Ward, Bac Tu No.7, Hai Ba Trung, Hoan Kiem District, Ha Noi Liem District, Ha Noi Contact: Contact: Ms. Duong Minh Anh - Principal Mr. Vu Hoai Nam – Deputy of Science Management Tel: +84 (0) 24 38 251 808 and International Cooperation Department Tel: +84 (0) 988 281866/ +84 (0) 24 37 560 745

Haiphong Industrial College

• Industrial Electricity • Metal Cutting • Industrial Electronics

Address: 187 Ton Duc Thang Street, An Thai, An Duong District, Hai Phong Contact: Mr. Cao Anh Tuan – Vice Principal Tel: +84 (0)989 094 726/ +84 (0) 22 53 835 986

Technical and Vocational Education and Traing in Vietnam 53 Chapter 2: Technical Vocational Education and Training (TVET)

1. CENTRAL TRANSPORT COLLEGE III 2. LY TU TRONG COLLEGE

• Automobile Technology • Mechanical Engineering • Industrial Electricity • Automobile Technology • Metal Cuttinga

Address: 73 Van Cao Street, Phu Tho Hoa Ward, Tan Address: 390 Hoang Van Thu Street, Ward 4, Tan Phu District, Ho Chi Minh City Binh District, Ho Chi Minh City Contact: Mr. Nguyen Hoai Vu – Head of International Coop- Contact: Ms. Nguyen Ngoc Trang – Head of Sci- eration Department ence Management and International Cooperation Tel: +84 (0)918 203 960/ 28 38 605 088 Department Email: [email protected] Tel: +84(0) 28 38 110 521 Email: [email protected]

In Ho Chi Minh

54 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

3. CENTRAL TRANSPORT COLLEGE VI 4. HO CHI MINH COLLEGE OF CONSTRUCTION

• Bridge and Road Construction Engineering • Construction Engineering and Tech- • Automobile Technology nology • Welding Engineering • Architectural and Construction Engi- • Computer Network Administration neering and Technology • Construction Engineering and Technology

Main Campus: 189 Kinh Duong Vuong, Ward 12, Address: 190 Vo Van Ngan Street, Binh Tho Ward, District 6, Ho Chi Minh City Thu Duc District, Ho Chi Minh City Campus 1: 131/62 Kinh Duong Vuong, Ward 12, Dis- Contact: M.S. Nguyen Xuan Khoa – Head of Quality trict 6, Ho Chi Minh City Assurance and International Cooperation Department Campus 3: D5/552/2, Group 4, Binh Loi Ward, Binh Tel: +84 (0) 903643409/ +84 (0) 28 3722 5650 Chanh District, Ho Chi Minh City Email: [email protected] Contact: Mr. Nguyen Van Toan – Head of Science Technology and International Cooperation Department Tel: +84 (0)982 251 110/ +84 )0) 28 38 750 592 Email: [email protected]

5. HO CHI MINH CITY TECHNICAL AND ECONOMIC COLLEGE

• Automobile Technology

Address: 215 Nguyen Van Luong Street, Ward 11, District 6, Ho Chi Minh City Contact: M.S. Pham Ngoc Diem – Vice Princi- pal Tel: +84 (0) 28 37558196/38753773 Email: [email protected]

Technical and Vocational Education and Traing in Vietnam 55 Chapter 2: Technical Vocational Education and Training (TVET)

7. HO CHI MINH VOCATIONAL COLLEGE 6. THU DUC COLLEGE OF TECHNOLOGY

• Information Technology • Industrial Electronics • Information Technology (Software Applica- tions) • Electrical Engineering Technology in works

Address: Address: 235 Hoang Sa, Tan Đinh Ward, District 1, 53 Vo Van Ngan Street, Linh Chieu Ward, Thu Duc Ho Chi Minh City District, Ho Chi Minh City Contact: Ms. Nguyen Thi Bich Van – Deputy of Contact: International Cooperation Department Mr. Nguyen Xuan Toan – Vice Principal Tel: +84 (0)938 240 689/ +84 (0) 28 38 438 720 Tel: +84 (0) 28 3896 6825-131 Email: [email protected] or [email protected]

In Ho Chi Minh

56 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

8. HUNG VUONG TECHNAOLOGY 9. THU DUC COLLEGE OF ECONOMICS AND SECONDARY SCHOOL ENGINEERING

• Mechatronics • Industrial Electricity • Mechanical Equipment System Maintenance • Metal Cutting

Address: 161-165 Nguyen Chi Thanh Street, Ward 12, Address: District 5, Ho Chi Minh City No.17, 8 Street, Linh Chieu Ward, Thu Duc District, Contact: Ms. Tong Tran Thanh Phuong – Head of Ho Chi Minh City Enterprise Cooperation Department Contact: Tel: +84 (0)28 3855 8016 Ms. Nguyen Thi Hong Hanh – Head of Organization and Email: [email protected] Administration Department Tel: +84 (0) 28 38 966 888 Email: [email protected]

10. HO CHI MINH COLLEGE OF ECONOM- ICS

• Automobile Technology

Address: 33 Vinh Vien, Ward 2, District 10, Ho Chi Minh City Contact: Ms. Do Thi Kim Thanh – Head of Research Management and International Coop- eration Department Tel: +84 (0) 28 38 306 442 Email: [email protected] or phongqhht- [email protected]

Technical and Vocational Education and Traing in Vietnam 57 Chapter 2: Technical Vocational Education and Training (TVET)

1. LILAMA 2 INTERNATIONAL TECHNOLOGY 2. DONG NAI COLLEGE OF ENGINEERING COLLEGE • Welding Engineering • Industrial Electronics • Mechanical Engineering • Information Technology (Software Applications) • Mental Cutting • Electrical Engineering Technology in works • Industrial Electronics • Telecommunication Station Installation Tech- nology

Address: Address: KM 32, 51 highway, Long Thanh Disitrict, Nguyen Van Hoa street, Quater 1, Thong Nhat Ward, Dong Nai Biên Hoa City, Đong Nai Province Contact: Contact: M.S. Ta Van Minh – Vice Principal Mr. Huynh Tan Dung – Principal Tel: +84 (0) 251 3 558 700 Tel: +84 (0) 251 2 223 911 Email: [email protected]/ Email: [email protected] [email protected]

In Dong Nai

58 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

3. VOCATIONAL COLLEGE 8 4. DONG NAI COLLEGE OF HIGH TECHNOLOGY

• Automobile Technology • Metal Cutting • Industrial Electronics • Computer Network Administration • Metal Cutting • Industrial Electricity • Industrial Electricity

Address: Address: 47 Ton Duc Thang Street- Quarter Phuoc Bui Van Hoa Street, Long Binh Tan Ward, Bien Hoa Hai, Long Thanh Town, Long Thanh Disitrict, Dong City, Dong Nai Province Nai Province. Contact: Contact: Ms Thu Huong – Head of International Mr. Anh Hong – Head of International Cooperation Cooperation Department Department Tel: +84 (0)909 890 181/ +84 (0) 251 384 4237 Email: [email protected] Email: [email protected] Tel: +84 (0)938 101 873/ +84 (0) 313 930 082

Technical and Vocational Education and Traing in Vietnam 59 Chapter 2: Technical Vocational Education and Training (TVET)

1. BA RIA – VUNG TAU COLLEGE OF TECHNOLOGY 2. VUNG TAU COLLEGE OF TOURISM

• Industrial Electricity • Hospitality Management • Mental Cutting • Restaurant Management • Mold Engineering • Food Processing Technology • Mechatronics • Tour Guiding

Address: Address: 459 Truong Cong Dinh, Vung Tau City, Ba Ria - Campus 1: Thanh Tan Quater, Dat Đo Town, Dat Do Vung Tau Province District, Ba Ria - Vung Tau Province Contact: Ms. Dinh Bich Diep – Principal Campus 2: 3/2 Streets, Ward 11, Vung Tau City, Ba Ria Tel: +84 (0)982 825 812/ +84 (0) 254 385 9964-102 - Vung Tau Province. Email: [email protected] Campus 3: No.78 Truong Cong Dinh, Ward 3, Vung Tau City, Ba Ria - Vung Tau Province. Contact: Ms. Nguyen Thi My Dung – Head of Interna- tional Cooperation Department Tel: +84 (0)907 187 935/ + 84 (0) 254 386 6420 Email: [email protected]/ [email protected]

In Binh Phuoc In Binh Duong In Ba Ria - Vung Tau

60 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

1. SOUTH COLLEGE OF TECHNOLOGY AND 2. VIETNAM – SINGAPORE VOCATIONAL COLLEGE AGRO - FORESTRY

• Wood Products Processing • Industrial Electricity • Biological Technology • Metal Cutting

Address: No.456, IK Highway, Quarter Noi Hoa 1, Address: 13 Highways, Thuan Giao Ward, Thuan An Binh An Ward, Di An Town, Binh Duong Province Town, Binh Duong Province. Contact: Ms. Bui Thi Hoa Phuong – Head of Training Contact: Mr. Quang – Head of Foreign Studies Department Applied Research Department Tel: +84 (0)974 249 379/ 274 377 0385/ 274 3751 531 Tel: +84 (0)918 802 239/ +84 (0) 274 3 820 655 Email: [email protected] Email: [email protected]

3. BINH PHUOC VOCATIONAL COLLEGE

• Automobile Technology • Information Technology

Address: Chon Thanh Industrial Zone - Chon Thanh Town, Binh Phuoc Province. Contact: Mr. Bui Xuan Sy – Head of Science Research and International Cooperation Depart- ment Tel: +84 (0)65 3603 149/ 271 3691 007 Email: [email protected]

Technical and Vocational Education and Traing in Vietnam 61 Chapter 2: Technical Vocational Education and Training (TVET)

9.3. Recommendations

Finnish TVET service providers are encouraged to do further research in Vietnam to understand the context and particular needs of individual potential clients before making the decision of TVET market entrance. The provision of services has to align to Vietnam occupational task list with Finnish qualification.

Amendments/ Amendments/ adjustments adjustments

Proposal Discussion Detailed offer Discussion

Conducting of the pilot courses

Determining actual TVET requirements precisely is one of the most difficult yet very important stages in the provision of educational services for Vietnam for Finnish TVET service providers. Due to cultural environment in Vietnam especially in the public sector, it’s not always easy to express differences of opinion or straight forward discussion with business partners. This may lead to the confusion of specified needs and necessary information has to be gleaned in a collaborative process.

The process of needs determination had to go through several stages, including face-to-face dialogue and site visits in Vietnam. A good relationship of trust was built up with the client as a result of the many meetings and will to strengthen the bond with potential clients. Like most Asian countries, Vietnamese business partners tend to favour tailored, flexible deals over standardised, fixed arrangements. The first quotation is usually for Vietnam business partner to negotiate. There should be a flexible range for negotiation taking place.

Initial icebreaking & Needs analysis Validation of TVET Discussion & Pilot programmes exploratory discussion following survey discussion results negotiation on meeting in Vietnam at with client. and site visites with the client site TVET institutions

Existing players in Vietnam have more solid background in exporting education and are supported by their home countries for the smooth delivery of the qualification through well instructed legislation. Finnish TVET providers should be facilitated with clear guidance on legislation for education export before making commitment to a service contract. Local institutions have expressed the strong interest in cooperating with Finnish partners in education and vocational sector, yet, many of them claimed that the learning curve is rather long when working with Finnish education service providers partly due to the intercultural challenges and unread- iness of legal infrastructure for education export from Finland.

62 Technical and Vocational Education and Traing in Vietnam Chapter 2: Technical Vocational Education and Training (TVET)

Experiences learnt from the two procurement contracts between Vietnamese government and Australia and Germany are the commitment of service providers in the acceptance labour movement upon acquisition of the qualification. This could be one of the factor contributing to the success in the contract negotiation with Vietnam.

The internationalisation effort of Finnish TVET may pose a challenge due to lacking of Finnish human resources. Vietnam, a country of similar size with Finland but with 20 times higher in population, would need very much international hands on experiences in TVET development. Hence, human resources planning for international project is of importance for Finnish TVET service provider to consider. International players, in many cases, mobilise the experienced just retired experts to be in Vietnam especially for the medium and long term projects. Every year, approx. 5,300 Finnish vocational students go abroad accounting for 11% of total number of students. The differences in infrastructure level may hinder the attractiveness of Vietnam as an exchange destination for Finnish students. However, the skills demand today is not only limited to technical and cognitive but social and behavioural skills capture personality traits that are linked to labour market success. Therefore, with 95 million population, 54 ethnic group with diverse cultures and customs and stabilised political system, Vietnam is highly recommended for intercultural exchange and learning by doing place for Finnish vocational students

Technical and Vocational Education and Traing in Vietnam 63 REFERENCES:

EU-Vietnam Business Network (2018) Education in Vietnam – Research Report 2018.

Dang, H.H. & Glewwe, P.W. (2017) Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the Past 20 Years and Emerging Challenges. RISE Working Paper.

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World Bank (2018) Growing Smarter: Learning and Equitable Development in East Asia and Pacific. Retrieved from …

National Institute for Vocational Education and Training (2016) Vietnam Vocational Education and Training Report 2016. Retrieved from… http://www.seafit.org.vn/index.php/t-p-chi-khoa-h-c-s-1/87-t-p-san-khoa-h-c-s-1/149-h-p-tac-qu-c-t-trong- giao-d-c-ngh-nghi-p-nh-ng-v-n-d-d-t-ra-d-i-v-i-vi-t-nam.html http://gdnn.gov.vn/AIAdmin/News/View/tabid/66/newsid/5932/seo/Luat-giao-duc-nghe-nghiep--Nhung-doi- moi-can-ban-toan-dien-he-thong-giao-duc-nghe-nghiep-o-Viet-Nam/Default.aspx https://openknowledge.worldbank.org/bitstream/handle/10986/29365/211261ov.pdf?sequence=2&isAl- lowed=y http://gdnn.gov.vn/AIAdmin/News/View/tabid/66/newsid/5932/seo/Luat-giao-duc-nghe-nghiep--Nhung-doi- moi-can-ban-toan-dien-he-thong-giao-duc-nghe-nghiep-o-Viet-Nam/Default.aspx

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64 Technical and Vocational Education and Traing in Vietnam https://www.oph.fi/download/131431_vocational_education_and_training_in_finland.pdf https://www.adb.org/sites/default/files/linked-documents/cps-vie-2012-2015-ssa-09.pdf http://giaoduc.net.vn/Giao-duc-24h/Viet-Nam-nhan-22-bo-chuong-trinh-cho-22-nghe-trong-diem-cap-do- quoc-te-tu-Duc-post182363.gd

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Technical and Vocational Education and Traing in Vietnam 65 www.wcf.fi