phân tích các yếu tố ảnh hướng đến công tác dạy nghề việt nam một số giải pháp nhằm nâng cao chất lượng giai đoạn 2013 – 2020 ban tóm tắt tiếng anh

1 PREFACE A high skilled workforce is an importance factor in terms of increasing in productivities and strengthening nation’s competitiveness Strategy for development of human resources period 2010 – 2020 which was approved by Government in 2010 with a solution is “comprehensive and basically innovation of education, training as the social development needs; improving the training quality as the requirements in terms of standardization, modernization, socialization, demonization and international integration to efficient server to the development of and defend motherland” In other hand, the Government’s guidelines at the Strategy for Vocational Education Training (VET) periods 2011 2020 that was approved in 2011 also identified: “Improving quality and increasing VET scale is a process to universalized VET and, in other hand is to meet the demands for high skilled workforce for industries needs in both of domestic and abroad working Therefore, improving quality of VET periods 2013 - 2020 is very importance Hence, this dissertation analyzed the factors influencing to quality of VET in Vietnam and recommend some resolutions to improve VET quality in Vietnam periods 2013 – 2020, in which consider and review any efficient models and good lesson learnts or experiences from foreigners countries with advanced VET The dissertation including chapters are as follows: CHAPTER I INTRODUCTION Background of the Study At present, new technology in almost industries has been changing very fast New technology in some industries like Information computer technology, electronics, mechatronics, manufactory automation etc are changing so quickly in every years, even under one year In this process, there are necessarily to request for upgrading the skilled workforce including existing skills areas and new skills areas occurred to meet the demands for socioeconomic development in the new era This will challenge the Vietnamese Vocational Education Training (VET) for how can be flexibility changing in terms of industry needs In order to solve those problems, VET should be improved and strengthened training capacity to meet the requirements of high skilled human resources in the new context, especially should have the VET policies, strategies, plans and curricular, training programs that are advanced enough, scientific, suitable and fit with existing industries needs From International experiences, in order to have a flexibility VET system, United Kingdom has the Sector Skills Councils (SSCs); Australia has the Industry Skills Councils (ISCs) In two these countries, model of SSC or ISC play as midle to connect between industry, VET and government In Japan and Korea, they develop the testing and certification system separately between training side (VET) to supply skilled labor for labor market This model also has strong engagement of industry to Vocational Education Training In Vietnam, in 2008 ministry of Labor, Invalids and Social Affairs (MoLISA) has introduced a new frame work to develop a National Occupational Skills Standards (NOSS) under Decision No 09/2008/QĐ-BLĐTBXH dated 28th March 2008 regulate the principles and procedures for development and issuance of NOSS Under this framework, the ministries will develop the national occupational skills standards for each occupational which under ministry’s management and collaboration for approval and issuance of NOSS by MoLISA The advantages of the NOSS is a foundation for: General Directorate of Vocational training (GDVT) is an agency that is authorized by MoLISA to manage the development of NOSS to manage the national skills testing and certification systems and help MoLISA to issue other related policies in terms of skilled workforce development; for VET institutes to develop the curricular and training program; for employers to develop the employee recruitment, wage payment plans and to identify the training needs and arrange working position for employees; for the labourers to identify these skills gaps and improve for themselves to seek for the job However, NOSS only has real its value as above mentioned advantages, the procedure and process to develop NOSS should be strongly engaged by industries In other hand, industries must be involved to identity the skills needs for each skill area as these requirements for manufacture, and those skills will be developed skills standards for training side to train the right skills and right skilled levels for right needs of industry side Unfortunately, there are still miss of participation of industries side in this process, therefore NOSS really is not useful any more as government expectation and socials needs in terms of human resources development, especially in training program or curricular development to fit with social needs On May 2012, Vietnam government has approved and issued two importance national strategies: strategy for development of education stage 2011- 2020 and strategy for development of Vocational Education Training stage 2011 – 2020 Two above strategies have the objectives that are towards to the solutions of “comprehensive and basically innovation of education, training as the social development needs; improving the training quality as the requirements in terms of standardization, modernization, socialization, demonization and international integration to efficient server to the development of and defend motherland” that has been approved by Government at the Strategy for human resources development period 2010 - 2020 and contribute to the country mission “will basically become a developed country by 2020” Therefore, this thesis would like to discuss on: “Analysis of Vocational Education Training in Vietnam: Implication for improving its quality period 2013-2020” Statement of the Problem To implement this study, the author answered the following questions: What is the profile of the respondents in terms of age, gender, educational level, civil status and income? What is the perception of respondent in terms of individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies? What are the factors influencing to vocational education training? Problems of Vocational Education Training of Vietnam and experiences from developed countries? Objectives of the Study The study aimed to evaluate status of vocational education training in Viet Nam and determine factors that influencing to quality of vocational education training Specifically, this study aimed: To describe the profile of the respondents in terms of: a) Age b) Gender c) Educational level d) Marital status e) Income To analyze perception of learners in terms of: a, Individual characteristics b, Training quality c, Physical facilities d, Management capacity e, Job opportunities f, Information on labor market g, Support policies To determine factors influencing to quality of vocational education training To analyze problem of VET in Vietnam To recommends strategies for the improvement of vocational education programs Significance of the study In this year 2013, Vietnam government will submit to new law of Vocational Education Training and new law of Employment for National Assembly approval; Government has approved the strategy for development of vocational education training periods 2011 – 2020, in which nominated Ministry of Labor – Invalid and Social Affairs to submit to Government for approval of the project of “Basically and comprehensive innovation of Vocational Education Training towards 2020” in order to upgrade a skilled work force to meet the demands for the development of industries Therefore, this thesis might be benefit for policy makers in vocational education training sectors, skilled work force developers, Vocational Education Training institutions, industry side and related researchers Scope and limitation of the study The main purpose of a vocational education training system is to produce the skilled workforce to meet the demand for industry needs This thesis will focus to study on lessons learned and experiences in terms of what policies and models for industry engagement in Vocational Education Training that is responsive to the needs of industry and the emerging market economy The study assessed quality of vocational education training in Vietnam in terms of the following major seven variables: Individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies These main variables were due to the results of reviewing related literatures and studies This paper considered total provinces in Vietnam However, this research conduct surveys from two Vocational Education Training institutions each province only And within each institution, only one manager, two staffs and two learners was interviewed This study conducted during the year 2012-2013 CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This section presents the basic concepts, the content related to Vocational Education Training sorted by the variables studied Conceptual Framework Research Framework describes briefly, how to define the problem, to which the authors propose solutions to improve Vocational Education Training based on the selected variables CHAPTER III METHODOLOGY Research Design The study used a descriptive type of research that describes the perception of learners in Vocational Education Training Center in term of personal characteristic, teaching quality, facilities, management capacity, job finding support, labor market information, support policies Using quantitative analysis have some advantages: more reliable and objective; can use statistics to generalize a finding; often reduces and restructures a complex problem to a limited number of variables; looks at relationships between variables and can establish cause and effect in highly controlled circumstances; tests theories or hypotheses; assumes sample is representative of the population; subjectivity of researcher in methodology is recognized less; less detailed than qualitative data and may miss a desired response from the participant Research locale The study assessed the status of vocational education training in 63 provinces of Vietnam, under evaluation of two biggest Vocational Education Training institutions each province The study was conducted during first of 2013 Population and Sampling Using Slovin’s formula to calculate the sample size n N  N * e2 Where: n is size of the sample N is total number of S employee e is standard error at α = 0.05 Normally, we will use Slovin's formula to determine samples But in this case, population of data is too big, this formula is no longer available; hence the author selects two biggest Vocational Education Training each province and chooses randomly employees So, totally, we will interview and evaluate 126 managers, 252 staffs and 252 learners Research Instrument A self-constructed questionnaire will be used to get the primary data The questionnaire is composed of two parts  Respondents’ profile  Perception of respondents about vocational education training in term of individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies  Determination of factors influencing to quality of vocational education training The questions were in the form of Likert - type scale using the give point scale with five as the highest and one as the lowest It was assigned with the following values: Table 1: Questionnaire’s point range1 Point Point Range Descriptive Interpretation 4.20 – 5.00 Excellent 3.40 – 4.19 Good 2.60 – 3.39 Fair 1.80 – 2.59 Poor 1.00 – 1.79 Very Poor Independent variables (individual characteristics, Lecturer quality, physical facilities, management capacity, job opportunities, information on labor market, support policies) and dependent variable will be measured by a list of questions, which was explain in questionnaires List of questions will be checked accordance by Cronbach’s Alpha Cronbach’s Alpha from 0.8 to near 1, the measurement scale as well, from 0.7 to 0.8 is used The researchers also suggest that the Cronbach’s Alpha of 0.6 or more can be use in the event of working on new concepts or new for respondent in the context of the study (Chu Hoang Trong, Nguyen Mong Ngoc, 2005) So for this study, the Cronbach Alpha of 0.6 or more is acceptable Data Gathering Procedure Some government agencies were visited to gather information needed These agencies were the National Statistics Office and Ministry of Planning and Investment which Table number in this summery is same as the table number in the Dissertation provided them information about labor market Different schools and libraries were also visited to gather theories and concepts from books and other research materials and necessary data about competitiveness Websites were also visited to gather additional data regarding the subject matter The researcher then prepared the questionnaire using the Likert-type scale with five points It was afterwards checked by the adviser Questionnaires were sent to 10 learners Next, they modified it and were given to some faculty experts for the validation of its contents After that, it was given to the panel of examiners for the approval After the approval, the research conducted a dry-run to test the reliability of the questionnaire The statistician using Statistical Package for Social Sciences (SPSS) software program checked the reliability of the questionnaire After the reliability was proven, the researcher conducted the actual survey The researcher distributed the questionnaires to the respondents 630 learners within 63 provinces Then, the questionnaires were retrieved The results were tallied, tabulate and treated statistically Finally, the results were interpreted and the findings and conclusions were drawn Statistical treatment Descriptive Statistics - Mean, standard deviation, Rank, Percent, Frequency to describe the profile of the respondents in terms of age, gender, civil status, educational level and income; to describe perception of learners at Vocational Education Training center Correlation and regression analysis was used to determine factors influencing to quality of vocational education training 10 The multivariate regression equation: VT = B0 + B1*IE + B2*QT + B3*PF + B4*AM + B5*SP + B6*IL + B7*SU + e Where: IE = Individual characteristics QT = Training quality PF = Physical facilities AM = Management capacity SP = Job opportunities IL = Information on labor market SU = Support policies VT = Vocational Education training e= Random error Independent variable will be: (1) Individual characteristics, (2) Training quality, (3) Physical facilities, (4) Management capacity, (5) Job opportunities, (6) Information on labor market, (7) Support policies CHAPTER IV RESULTS AND DISCUSSION This chapter presents the analysis and interpretation of data based from the sub-problems presented in the study Profile of respondents Table is presented below was describe the demographic information of the answer objects related to research, based on frequency and percentage value The demographic variables used in the study include: gender, age, education level, marital status and income 18 VET in Vietnam Challenges on the VET in Vietnam is as follows First, the enrollment rate of the lower secondary vocational education under MOET is very high and competitive, but most of the graduates enter the college or university Considering that there is a lack of cooperation for MOET with the enterprises due to the lack of financial budget in vocational education, it is necessary to collaborate with the enterprises more closely Also, the issue in merging two courses should be examined because VET courses of MOET and MOLISA have almost no difference when comparing from education contents, period and facility perspectives Second, the biggest challenge in Vietnamese VET lies on the absence of cooperation between industries and educational sectors First of all, industries have no interest or participation in VET Thus, the results of VET cannot satisfy the demand of industries Therefore, it can be said that VET is not driven by consumers (industry) but by suppliers In order to resolve this kind of matter, government should make a policy for evoking interests of industries to VET Thirdly, another matter is about the awareness of the VET among the enterprises Enterprises prefer the academic education including university diploma and regard VET as the second-class training Therefore, an aggressive VET marketing strategy (P.R & Advertising) is necessary in order to resolve this recognition problem Lastly, there is a matter of professionalism on the teachers at the training centers Because the training institutes cannot accommodate the teachers with practical ability due to low wage of teachers, the matter of how to raise the competency of teachers with lacking experience and ability remains a critical task 19 Evaluating development of National Occupational Skills Standards and partnership of VET and enterprise in Vietnam National Occupational Skills Standards Until this time of 2013, Vietnam has developed 148 NOSS, among which MOLISA finally approved 126 NOSS (refer to Table 40) Because schools mainly developed NOSS by using Dacum method while lacking participation of enterprises in NOSS development process, the actuality of developed NOSS is not guaranteed The reasons why enterprises not participating in NOSS development include not only occupied field experts but excessively low incentive (e.g expert allowance) that cannot attract the participation of these experts In other hand, NOSS requires a forced regulation for equipping continuous actuality through periodical revision, but currently there is no such regulation in law Certification System Since Circular No 15/2011/TT-BLDTBXH has issued by MoLISA in 2011 about management of evaluating and certificating national occupational skills for the labourer, Vietnam has been established 16 Skills Testing Centers and certificated national occupational skills for 897 labourers in nationwide (Aug 2013 – reference to GDVT) The overall problems of Vietnamese Certification System can be summarized as items in the below Firstly, with the lack of public relation for the necessity of acquiring certificate, enterprises and public have insufficient recognition on the importance of certificate 20 Secondly, because there is no preferential treatment policy for certificate acquisition, legislating a new law for giving preferential treatment to certificate holder is required Thirdly, in relation to testing implementation, related personnel are lacking their expertise Since there are no executive members or assessment members equipped with expertise, they face difficulties in systemizing levels making criteria and testing execution Fourthly, the problem that can be identified through the result of “2011 Trial Test” is expense related issue Currently NOSS is used directly as the standard of question making for test without being used first as the training standard in training course Without having a training course based on NOSS, the testing based only on NOSS can bring the expensive testing Especially, as we can seen in “2011 Trial Test”, the testing method is skill demonstrating type and thus, not many examinee can take the test at the same time but have to take tests in several sequences Therefore, testing time can be prolonged and testing will be expensive because of many required equipments Practicing this kind of testing method in Vietnamese environment has many limitations Therefore, it is required to introduce the low cost certification testing system in Vietnam Fifthly, it is necessary to improve the testing method Vietnamese practical skills test is not like diverse methods of Korean counterpart and limited as skill demonstration, requiring much time and cost Also introducing diverse testing methods (e.g write-out, and interview) that can replace the practical test in the cases of lacking testing equipments is necessary 21 Lastly, once developed NOSS is directly linked to one certification Therefore, the job range of one certification is substantially wide and that results wide range of test too Therefore, the range of job should be limited to the employment capacity unit In order to that, more segmented certifications should be made when making certification with NOSS NOSS, Certification system and engagement of industries in VET According to decision no 09/2008/QD-BLDTBXH, the following purposes of the NOSS are involved with solving the mismatch problem between the skills required by the enterprises and the skills provided by the VET system in Vietnam According to a standardized framework, to certify the labourers in Vietnam is the main reason for developing the NOSS by GDVT and MOLISA To meet the requirements of the employers by defining and assessing the requirements of essential theoretical knowledge, practical skills and attitudes of all the occupations and to make the skills of the labourers in Vietnam comparable are the core functions of the NOSS (see Decision 09/2008/QD-BLDTBXH, p.2f) The employers should have a standardized basis to recruit employees and to assign reasonable wages for employees The employees should be enabled to improve their knowledge and skills achieve to the defined standards Therefore, the standards could be seen as a quality ensuring instrument of the workforce in Vietnam (see the Law on Vocational Education Training 2006, article 79, p.24) Legal system and regulations There is no separate law approved by the National Assembly that regulates National Skills Testing Certification System (NSTCS) in Vietnam At present, the law that regulates 22 NSTCS is “Law on Vocational Education Training”, going into effect in 2013 (new version), which is based on “Law on Employment” that is in the process of legislation with advisory of Korea Ministry of Employment and Labor Related law about Certification system is regulated at Chapter in “Law on Vocational Education Training” and Chapter in “Law on Employment” Experiences about industries engagement in VET in major countries in the world Australia policy’s framework for industry strongly engagement in VET In order to produce the labor in working age of Australia to meet the industry needs, Australia Government introduced an policy to get industry strongly engagement in VET Australia Government let industry to provide input to policy development and planning and to national research and analysis priorities through membership on key bodies: National Skills Standards council; Industry Skills Councils; Action group for specific issues Korea’s Meister High Schools Model for industry engagement in VET Korea has introduced a model to link between Vocational Education training and Industry under name “Industry – Academia Partnership” or other hand, this is an other experience from Korea for industry engagement in Vocational Education Training The one of most recent best practices in this model in Korea is “Meister High School” policy which was introduced first time in 2010 In Educational System of Korea, High school and Vocational high school is after years of elementary school and other years of middle school, it meant students entry Meister high school from age of 15 and graduate after years at age of 18 23 Meister high school emerged against the following three main backdrop: (1) Resolving mismatch with industry demands due to expansion of higher education; (2) Low birth rate and aging population; (3) The current Korea administration’s policy to strengthen vocational high schools The Philippines policy’s framework for industry strongly engagement in VET Experiences to engage the industry in VET to produce the labor in working age to meet the industry needs, the Philippines introduced an model of Technical Education and Skills Development Authority (TESDA) The TESDA Board – The policy making body including members from Government sector: Secretariat of Labor and Employment: Chairperson Secretariat of Education: Co-Chairperson; Secretariat of Trade and Industry: Co-Chairperson; Secretariat of Agriculture: Member; Secretariat of Interior and Local Government: Member; Secretariat of Science and Technology: Member; Commission on Higher Education: Member; Director General of The TESDA Secretariat: Alternative Chair And 14 members from Private sector: Representatives from Employer groups: members; Representative from Labor groups: members; Representative from associations of Technical Vocational Education Training (TVET) institutions: members; Representative from business/investment sector: members According to website of TESDA, www.tesda.org, TESDA is mandated to: Integrate, coordinate and monitor skills 24 development programs; Restructure efforts to promote and develop middle-level manpower; Approve skills standards and tests; Develop an accreditation system for institutions involved in middle-level manpower development; Fund programs and projects for technical education and skills development; and Assist trainers training programs At the same time, TESDA is expected to: Devolve training functions to local governments; Reform the apprenticeship program; Involve industry/employers in skills training; Formulate a skills development plan; Develop and administer training incentives; Organize skills competitions; and Manage skills development funds Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on labor development in various areas, industry sectors and institutions Some development strategies for vocational education training in Vietnam Improving qualifications of lecturers/instructors and management staff (1) Lecturers/instructors and management staff are always learning to improve skills and qualifications (2) Improvement of teaching methods to help learners understand the lesson better 25 (3) Always enthusiastic help and guide learners/instructors and management staff in the learning/training process (4) National standardization of lecturers/instructors and training staff (5) Sending lecturers/instructors and management staff in developed countries for exchange and training to improve their capacity Physical facilities at vocational education training (1) VET institutions should have adequate modern equipment to serve the learning process of the learners is better, especialy VET institutions should have strong partnership with related industries in terms of latest technologies for training (2) Create a comfortable learning space, clean and safe for learners by development of national standards for learing space, safe and health in learing process (3) Some central need additional infrastructure and physical facilities in accordance with training standards and NOSS for each training trade (4) Apply IT software to develop the virtual didactic training instead of using real manufacture equipment for VET in order to reduce the cost in training (5) Organize the VET equipment competition in national wide to promote the innovations and initiatives movement on development of physical facility in VET system Management capacity at vocational education training (1) Central need more attention in managing learners and trainers (2) Change some of the existing management policies were inconsistent 26 (3) Take measures to manage equipment, utensils of good learners to avoid theft occurred in a number of central Support and job opportunities (1) Interested in the support and job opportunities for learners (2) Tuition assistance for learners with high academic achievement (3) Associated with the business of getting learners when they graduate Information on labor market (1) To provide information on the labor market quickly, timely, accurate (2) Enabling learners to easily learn information about demand the labor of the business (3) To build a website have information of the recruitment business Support policies on vocational education training (1) Have appropriate policies base on the details study on the status of Vietnam’s industries; listening the local provinces and vocational education training institutions in nationwide; experiences on VET development from developed countries and new trends of VET development on the world by update and following new initiatives, innovations from international organization like ILO, UNESCO – UNEVOC, etc (2) To create conditions and more supports for families with difficulties in learning and job opportunities by the specific policies, essential programs and projects (3) Policies to support equity among learners 27 CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of findings, conclusions drawn and the recommendations offered Conclusions From the findings of the study, the following conclusions were obtained: The profile of the respondents’ subjected under study was considered sufficient and reliable enough to arrive at an accurate analysis and evaluation of Vocational Education Training at vocational education and training central Leaders of vocational education and training central needs to improve policy for central by Individual characteristics, qualification of lecturers, physical facilities, Management capacity, job opportunities, support policies , information on labor market and Vocational Education Training Though there were some limitations identified which were related more to Individual characteristics, qualification of lecturers, physical facilities, Management capacity, Job opportunities, support policies, information on labor market and Vocational Education Training Solutions for improving Vocational Education Training issues in Vietnam Recommendations From the findings and conclusions derived, the following were hereby recommended: 28 Increasing public – private partnerships in VET in the current framework Increasing public - private partnerships to make vocational education more attuned to industry demand is the first set of strategies that countries adopt in order to address a perceived skill gap The objective is to move from input based supply oriented systems to outcome based demand driven systems This has often meant involving the private sector more effectively both in directly providing training and in the management and governance of public training institutions The rationale behind this set of strategies is that publicly provided training is frequently out of touch with the demands of the labour market and often churns out graduates who are trained in outdated and outmoded tools and technologies that are often obsolete Establishment and Operation of the National Skills Testin Managment Agency (NSTMA) and Skills Testing Center (STC) Though the Vietnamese government has established a strategy on Vocational Education Training which projects 200 NOSACs, 250 test occupations and million applicants by the year 2015, and 400 NOSACs and million applicants by the year 2020, it lacks the concrete plans for corresponding organizational development But having the MOLISA maintains the role as the national skills testing management agency posits the risk of lowering the efficiency of the Ministry and lack of transparency and expertise in related work Thus, it is inevitable in the long term to establish an independent organization dedicated to the job Also, needed along with the establishment of such an organization is a computer system for 29 the administration of the national skills testing, and enough consideration should be given to it Considering the current status of Vietnam's VET and NSTCS, the development plan should be in three phases: the introductory and pilot testing phase by 2013, the development phase by 2015, and the maturation phase by 2020 Establishment of Meister High Schools Meister high schools, which are selected from among specialized vocational and technical high schools As Meister, a German term of master, means a person who has high skills and knowledge in a specific area qualified to teach others These Meister high schools are established aiming at developing job competency through curriculum tailored to the industrial needs An ideal talent of Meister high schools is someone who has practical foreign linguistic communication skills needed for getting jobs or trainings overseas and technologies and skills Establish Industry Skills Councils to improve NOSS and engagement of industries in VET From best practice and good lesson learnts from Australia or UK in terms of ISCs or SSCs, this recommendation for Vietnam to establish ISCs as model of UK or Australia as earlier discussion The ISCs will be recognized and funded by Government through MoLISA; governed by independent; industry led boards and are non-profit companies limited by guarantee MoLISA will let industry to provide input to policy development and planning and to national research and analysis priorities through membership on key bodies: Occupational skills Department (GDVT) in the short time and NSTMA in the long terms; ISCs and VCCI 30 In the first years from 2013, based on group of skill areas which worldskills internationals organize worldskills competitions in every two years continuously from 60 year ago, these skill areas are the common and high demand on employment from industry side; other learning experience from Australia and UK, researcher recommend that will establish following ISCs: Construction and Building Technology council; Creative Arts and Fashion council; Information and Communication Technology council; Manufacturing and Engineering Technology council; Social and Personal Services council; Transportation and Logistics council; Agriculture food council; mining skills council Regarding improvement of NOSS, there are many purposes of developing NOSS, but the most important one is to minimize mismatches between VET and skills demand from the field That is the reason why NOSS should be practical and reflect the reality of the practice in the fields In many countries, enterprises play the central role in developing their NOSS Therefore, this study recommended the ISCs model will be strongly engaged the industries and other related stakeholders to improve the existing NOSS and develop new NOSS that will be suitable for Vietnam currently and future development Building a National Qualification Framework (NQF) A NQF is the framework that links vocational and academic certifications in an effort to make them compatible We need to performed an analysis on the skills framework of its labor market and sorted certifications according to matching job levels for building NQF, along with linking vocational certifications and 31 academic certifications in its NQF Its NQF is an important tool in promoting life-long learning of its citizens and making the country's certifications compatible with other countries Identifying Skills Demand for Creating New Certifications and Improving the Existing Certifications Identifying the skills demand from the industry is important for a systematic human resources development In identifying these skills demands, the role of Sector skills councils or business owner associations is important and through these organizations, regular information gathering on skills demand from field should be done This information is important in instituting new certifications or improving existing certifications There are three tasks needed to build infrastructure for skills demand identification in Vietnam as follows First, develop policies promoting to organize industry or professional associations as skills demands are best identified by those organizations Second, survey and research in employment patterns in the labor market by industry and trade For the results of such survey and research to be useful in creation of new training occupations and certifications, the survey should be around more detailed categories, rather than main categories or categories Lastly, there should be a periodic survey of enterprises to determine if there is a need for new certifications Amending Current Laws In the draft of Law on Employment, revisions mainly focus on the reinforcement of regulation on hiring certificate holders Firstly, since it needs to be related with other similar 32 ordinances, the project needs to add regulations on collaboration between Ministry of Labour, Invalids and Social Affairs (MOLISA) and other ministries to prescribe utilizing certificate holders even in other laws, although it is desirable for legal agenda article 41 to present rules on certificate holder employment Secondly, the Law on Employment should be legislated considering relations among vocational education and training (level 3, Law on Vocational Education Training), skill development (Law on Employment, Article 36 section 4, adopting NOSS) and skills testing (5 Level of NOSS) and levels of field work as the articulation between skills testing and VET level Thirdly, the responsibility of state and government for utilizing certificate holders should be strengthened Fourthly, the regulations on employer's supporting required for certificate acquisition of employees will be added Fifthly, applicable regulations need to be established to make employers operate In-house certifications for employee's vocational skills development and make government support this program Labor Code should contain articles that enable incentives to be granted to certificate holders concerning wages of them Secondly, adding articles which make employer support required for employee's certificate acquisition is necessary ... point range1 Point Point Range Descriptive Interpretation 4.20 – 5.00 Excellent 3.40 – 4.19 Good 2.60 – 3.39 Fair 1.80 – 2.59 Poor 1.00 – 1.79 Very Poor Independent variables (individual characteristics,... Vietnam has been established 16 Skills Testing Centers and certificated national occupational skills for 897 labourers in nationwide (Aug 2013 – reference to GDVT) The overall problems of Vietnamese... the strategy for development of vocational education training periods 2011 – 2020, in which nominated Ministry of Labor – Invalid and Social Affairs to submit to Government for approval of the