Nâng cao chất lượng và hiệu quả đào tạo nghề thông qua liên kết giữa cơ sở đào tạo và doanh nghiệp tại hưng yên tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES NGUYEN MINH HAI IMPROVING THE QUALITY AND EFFICIENCY OF VOCATIONAL TRAINING THROUGH THE COOPERATION BETWEEN TRAINING INSTITUTIONS AND ENTERPRISES IN HUNG YEN Major: Economic development Code: 9.31.01.05 DISSERTATION FOR A DOCTORAL DEGREE IN ECONOMICS HANOI – 2019 The dissertation is completed at: GRADUATE ACADEMY OF SOCIAL SCIENCES SUPERVISORS: Assoc Prof Dr Le Phuoc Minh Dr Phi Vinh Tuong Reviewer 1: Prof Dr Do Duc Binh Reviewer 2: Assoc Prof Dr Bui Quang Tuan Reviewer 3: Assoc Prof Dr Nguyen Van Dinh The dissertation will be defended in front of the Doctoral Dissertation Committee at Graduate Academy of Social Sciences At … o’clock date month year 2019 The dissertation can be found at: National Library of Vietnam The Library of Graduate Academy of Social Sciences INTRODUCTION The urgency of the subject The State has issued training policies suitable for the demands for socio-economic development of each locality and region The socio-economic development strategy for the period of 2011-2020 has set the orientation for education and training development in the coming time: “Training human resources to meet the diverse and multi-layered requirements of technology and development level of fields and sectors Create close cooperation between enterprises, employers, training facilities and the State to develop human resources in accordance with social demands” Especially now in Hung Yen, there are many training institutions are carrying out vocational training with a large scale and abundant sectors However, the quality of training at most training institutions is not high Many graduate students not meet the job requirements One of the important reasons is the lack of cooperation between training institutions and enterprises in vocational training The training courses offered by training institutions are mainly based on the capabilities of the institutions, regardless of the corresponding demands from enterprises This leads to an imbalance between the supply of and demand for training in terms of scale, structure and especially quality, causing great waste and low training efficiency Therefore, it is very necessary for the author to study and research the topic "Improving the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen", and to analyze and clarify the reality of vocational training and job creation for workers through vocational training in general and for workers through vocational training in Hung Yen Province in particular, thereby propose solutions to improve the quality and efficiency of vocational training to meet the requirements of enterprises and society, especially solutions based on the close cooperation between enterprises and training institutions Purposes and research tasks of the dissertation - Research purposes: Research theoretical and practical issues about the cooperation between training institutions and enterprises in vocational training and use them to assess the reality of quality and efficiency of vocational training through the cooperation between training institutions and businesses in Hung Yen, thereby propose effective solutions to improve the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Province - Research tasks: - Clarify theoretical issues on the quality and efficiency of vocational training and the cooperation between training institutions and enterprises in improving vocational training quality and efficiency - Analyze and assess the reality of quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen; find out the cause of the limitations and problems that need to be solved in the coming years - Propose views and solutions to improve the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Province Object and scope of the dissertation research 3.1 Research object: Quality and efficiency of vocational training through the cooperation between training institutions and enterprises 3.2 Research scope: - Content: The dissertation focuses on studying the quality and efficiency of vocational training through the cooperation between training institutions and enterprises - Space: Hung Yen Province - Time: Period of 2010-2017 Methodology and research methods of the dissertation - Theoretical research methodology + Overview documents on guidelines, policies, decisions, legal provisions related to the quality and efficiency of vocational training and the cooperation between training institutions and enterprises in vocational training + Study foreign documents on theoretical basis and practical experience related to the topic + Study domestic works related to the joint vocational training to discover and exploit new aspects to be a basis for further research - Practical research methodology + Conduct survey using a questionnaire to collect opinions from leaders, managers of enterprises, managers of vocational training institutions and trained workers to find out the reality of the quality and efficiency of vocational training through the cooperation between training institutions and enterprises to provide suitable solutions Form 1: Survey form on the quality and efficiency of vocational training through the cooperation between training institutions and enterprises (for leaders and managers of enterprises) Form 2: Survey form on the quality and efficiency of vocational training through the cooperation between training institutions and enterprises (for employees, teachers, officials of vocational training institutions) Form 3: Survey form on the quality and efficiency of vocational training through the cooperation between training institutions and enterprises (for workers who have graduated from vocational training institutions) + In-depth interview with leaders of vocational training institutions, enterprises and leaders of related state agencies in the field of vocational training to collect opinions on difficulties and solutions to overcome those difficulties in order to improve the quality and efficiency of vocational training cooperation + Data collection: the author collects information on vocational training and vocational training cooperation from the General Statistics Office of Vietnam, the Statistics Office of Hung Yen Province, the Department of Planning and Investment of Hung Yen Province, the Management Board of industrial parks in Hung Yen Province, Department of Labor, Invalids and Social Affairs of Hung Yen Province, vocational training institutions and enterprises in Hung Yen Province + Summary of experience: survey and research summarized practical experience of units that have conducted vocational training cooperation between training institutions and enterprises in Hung Yen (The author conducts practical study at the Mecha Electric and Water Resources College, Hung Yen Industrial College and Hung Yen University of Technology and Education which are the institutions that are cooperating with enterprises) - Processing of data, facts and advices + Statistical method; Use SPSS software; Analyze, compare and synthesize to draw comments on vocational training cooperation + + Use method of consulting experts to consult prestigious experts, officials responsible for vocational training and supplying human resources for the labor market to refer to organizational and cooperative measures to improve the quality and efficiency of vocational training New contribution to the science of the dissertation Through the study, the author has made some new specific intellectual contributions as follows: - The dissertation has clarified the theoretical basis for the quality and efficiency of vocational training and the cooperation between training institutions and enterprises in vocational training - The dissertation assesses and analyzes the reality and quality of vocational training through the cooperation between training institutions and enterprises and point out the advantages and disadvantages of vocational training cooperation in Hung Yen Province - The dissertation has proposed a number of solutions and recommendations to improve the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Province The theoretical and practical significance of the dissertation 6.1 Theoretical significance: - The dissertation systematizes and clarifies the theoretical basis for the quality and efficiency of vocational training and the cooperation between vocational training institutions and enterprises in vocational training - Clarify the factors affecting the quality and efficiency of vocational training through the cooperation between training institutions and enterprises 6.2 Practical significance: - Assess and analyze the reality of the quality and efficiency of vocational training through the cooperation between training institutions and enterprises and point out the factors that have a positive and negative impact on the cooperation in vocational training in Hung Yen Province - Propose some solutions and recommendations to improve the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Province Structure of the dissertation In addition to the introduction, conclusion, recommendations, references and appendixes, the dissertation consists of chapters: Chapter 1: Overview of the research works related to the dissertation topic Chapter 2: Theoretical basis for the quality and efficiency of vocational training through the cooperation between training institutions and enterprises Chapter 3: The reality of the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Chapter 4: Solutions to improve the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen Province Chapter OVERVIEW OF THE RESEARCH WORKS RELATED TO THE DISSERTATION TOPIC 1.1 Foreign research works In many countries around the world, researches on vocational training, the quality and efficiency of vocational training through training cooperation, are highly concerned by many international organizations, universities, research institutes, governmental organizations, non-governmental organizations and academics The United Nations Educational, Scientific and Cultural Organization (UNESCO) is the largest international organization that has a great interest in education and training, the quality and efficiency of education and training The studies, manuals, cooperation programs and development projects of UNESCO are quite numerous, diverse in genres and rich in content Based on systematic research, the quality and efficiency of education and training, in 2013 UNESCO published the "UNESCO Handbook on Education Policy Analysis and Programming" [126] (Handbook for educational policy and planning) This handbook proposes a systematic and structured method to support the analysis of education and training policies as well as to plan this field to strengthening the accessibility, improving the quality and efficiency of management, solving interdisciplinary and interdisciplinary issues for all levels as well as the type of education and training of each country It provides a theoretical framework for policy analysis, planning, and encourages policy exchange between government agencies and development partners; from there, it provides step-by-step instructions for analyzing policies and planning education and training programs The UK Educational Development Agency is a professional organization working for the development of education and training systems, improvement of the capacity of its members, promotion of quality improvement and efficiency of vocational education and training In 2001, the Agency published a work called "Measuring efficiency in development education" [116] This study sets out the principles when analyzing and evaluating an educational system, efficiency evaluation and measurement objectives, the concepts of evaluation, efficiency, spillover effects, performance measurement indicators, efficiency levels: level of learners, level of education and training institution, level of state investment, level of efficiency across the economy and society When studying education and vocational training, the author George Psacharopoulos (2008) [115] identified challenges and proposed some solutions to solve them Accordingly, vocational training plays a very important role in the issue of unemployment for young people; solving the shortage of intermediate technicians for enterprises to meet globalization requirements; propagating technological knowledge and this is also a suitable development path for students wishing to work early to earn money to become independent quickly The research results show that development problems such as: (i) young people who have received vocational training but are still unemployed; (ii) the development of training institutions in contrast to the shortage of skilled labor force in enterprises From that, the author has given reasons and solutions, including special attention to policies for workers and vocational training associated with the needs of enterprises and society [115] Studying training cooperation models in the world, according to the PhD students, the current important issue in Vietnam is to research, select and apply which models and how to organize and manage them in accordance with the specific conditions of the country, at the same time, inheriting the valuable experiences of the countries ahead, creating the best effect for the cooperation Those measures are: - The State should promulgate specific binding regulations on responsibilities, obligations and rights in vocational training institutions It is necessary to organize a state management unit in charge of coordination of training cooperation between training institutions and enterprises Professional associations are strongly promoted their role as the focal point to mobilize employers, enterprises to participate in all stages of the training process Enterprises are responsible for contributing to the vocational training fund at the appropriate rate and are determined right after completing the procedures for setting up an enterprise The vocational training program is developed more flexibly, the theoretical program can follow the Ministry's framework program but allows institutions to train a higher percentage of flexibility (about 40%), the practical part is organized by the training institution and the enterprise in accordance with the requirements of the enterprise and the locality 1.2 Research situation in the country In Vietnam, training cooperation at schools and enterprise to improve the quality and efficiency of vocational training is studied in different aspects: The authors Nguyen Minh Duong [18]; [19]; [20]; [21]; [22], Phung Xuan Nha [49], Tran Khac Hoan [28], Phan Van Kha [35]; [36], Trinh Thi Hoa Mai [43], Nguyen Thi Kim Nha [50] and Tran Anh Tai [63], all shared the same opinion: The cooperation between training institutions and enterprises bring benefits not only for training institutions, enterprises and learners but also for the whole society In particular, in an overview of the technical topics discussed in the regional conference on vocational training in Vietnam held on October 10 and 11, 2012, with the participation of German Development Organization GIZ through the coordination of the two ministries: Ministry of Labor, Invalids and Social Affairs of Vietnam - German Federal Ministry for Economic Cooperation and Development on the section: “Breakthrough in vocational training quality” [66], the issues of benefits in training cooperation between training institutions and enterprises are summarized into the following groups: Benefits to the government in terms of: improving socio-economic conditions, people’s living standards; increasing the competitiveness of the sectors; improving economic activities and investment in education, supporting the state to achieve development goals Benefits to enterprises, specifically: Enterprises have the opportunity to recruit human resources; Reducing the shortage of highly qualified and skilled manpower; Having a skilled workforce, increasing competitiveness; Skilled workers have the opportunity to develop their competencies Benefits to the training institutions: Developing high quality training programs to meet labor market needs; Having the opportunity to receive support from enterprises on facilities, finance, personnel; Becoming a partner in the economic activities of the enterprise; Creating a position for training institutions, increasing enrollment capacity, creating jobs for students after graduation etc Benefits for students: Ready to access jobs immediately after graduation; Having many high-paying job opportunities; Satisfied with the job; Having a certificate of vocational training; Better prepare for lifelong learning Thus, according to the author of the dissertation, in the overall aspect, the benefits of the cooperation between training institutions and enterprises are relatively sufficient and comprehensive Particularly, benefits for teachers who are teachers, lecturers and technical staff have not been specifically mentioned Through the training cooperation, lecturers and teachers of training institutions have direct contact, update the changes of science and technology, improve professional practice knowledge; Technical officers of the enterprise have the opportunity to consolidate professional scientific knowledge, develop skills in the process of working with students However, discussing benefits must also pay attention to quality and efficiency At present, there is a lack of researches on the quality and efficiency of vocational training through the cooperation between training institutions and enterprises 1.3 Comments through comprehensive study According to the author of the dissertation, in general, domestic and foreign studies often refer to the objectives of each side or training institutions or enterprises, the studies have also mentioned some contents about the model of cooperation between training institutions and enterprises in vocational training as well as the actual quality of vocational training, solutions to improve the quality of vocational training to meet social needs, which has promoted the cooperation and coordination between vocational training institutions and enterprises The training cooperation between the training institution and the unit employing trained personnel is necessary, consistent with the development trend of society, bringing practical benefits Currently, the training cooperation is loose, coping, patchy, seasonal and has not become a joint activity of the school and enterprise The basic solutions to strengthen the relationship with enterprises are: renovating the cooperation method, building appropriate policies and mechanisms, innovating the content of training programs and methods, establishing organizations and services to associate operations between training institutions and human-use establishments However, there has not been any domestic or foreign research project which has studied holistically and in detail on improving the quality and efficiency of vocational training through the cooperation between training institutions and enterprises in Hung Yen province Chapter THEORETICAL BASIS FOR THE QUALITY AND EFFICIENCY OF VOCATIONAL TRAINING THROUGH THE COOPERATION BETWEEN TRAINING INSTITUTIONS AND ENTERPRISES 2.1 Quality of vocational training 2.1.1 Quality of vocational training The quality of education and training in general and vocational training in particular is a fundamental issue and is the goal of continuous improvement of education - training management levels as well as direct training institutions This is because in terms of macro, it directly affects the quality of the nation’s human resources - a “bottleneck” in the country’s current economic development In terms of micro, training quality is the competitive advantage of the training institution, deciding the success or failure of the training institution in the context of increasing competition pressure There are many ways to understand vocational training quality based on different approaches The concept of “Quality is assessed through the level of conformity with the goal” and “Quality is the response to the set target” are widely used in vocational training in the world By this definition, vocational training institutions are allowed to operate to achieve the goals set out in their mission The national testing system of Vietnam states that “Quality will be assessed by customers ranking the importance of quality characteristics as opposed to consistency and monetary value” Vocational training will ensure and improve the quality if well implemented factors such as: meeting customer requirements; focusing on people and people who contribute to building their organization; having a long-term vision; manage changing effectively; having innovation; being effective; organizing good marketing with the market From the aforementioned concepts, PhD students said that: The quality of vocational training results from the positive impact of elements that constitute the vocational training system and the training process operating in a certain environment to meet the set goals 2.1.2 Criteria for evaluating training quality Criterion 1: The superiority of knowledge, skills or "value added" that the training process creates for society The value added is intangible but measurable from the participants and relevant to the training Firstly, through the evaluation of the training institution through examinations, tests to assess student competency in the learning process Second, learners measure the value added of the training process through the self-assessment process Criterion 2, the perfection (not making mistakes) in the implementation process or in other words, the completion of the process of equipping knowledge and skills according to the output occupational standards announced by the training institution to the society Criterion 3, alignment with school plan goals Any training institution often builds its vision, mission and goals Criterion 4, quality is value for money (in terms of value for money) The essence of this criterion is the quality of training, or “value added” that learners receive must be worthy of the investment of students, parents, schools and society Criterion 5, quality is an ongoing process that allows customers (students) to judge through their satisfaction In order to measure this criterion, we can examine students' satisfaction with the quality of lectures, quality of training programs, learning environment, and services provided by the school, knowledge and skills that students gain, the university's preparations to ensure the best transition from the school to the working environment, etc 2.1.3 Content, type and form of vocational training Figure 2.5: Overall model of the training process Join the labor contract Input Training results Training process - Knowledge, skills, career attitudes - Current status employment - Training - Occupational competence - Career adaptation - Researching - Social knowledge - Income - Facilities - Services - Foreign languages - Financial sources Development of research programs and programs, production services - Computer using skills - Development opportunities - Students - Management assessment - Lecturers - Equipment materials and and -Skills in using equipment, new technology of - Self-employment Feedback 2.1.4 Factors affecting the quality of vocational training a Internal factors (factors ensuring vocational training quality) b External factors Figure 2.6: Factors affecting training quality Training quality Internal factors - Material and financial facilities - Teachers, management officers - Students - Training goals - Training progam External factors - State policy mechanisms - Macro factors: global economic development trend; trend of science and technology development Source: Summary of the author It can be seen that there are external factors affecting vocational training quality, including the environment conditions of the job-training system These factors affect Second: Invest in equipment for training at basic and complete level Third: Form and method of training Fourth: Create a strategic network between training institutions and employers' organizations Fifth: Bind responsibilities of businesses Sixth: Enhance and increase fostering awareness about vocational training in a practical path Seventh: Develop training program according to the module of practical skills Eighth Develop output standards for training occupations CHAPTER REALITY OF QUALITY AND EFFICIENCY OF VOCATIONAL TRAINING THROUGH COOPERATION IN BETWEEN TRAINING INSTITUTIONS AND ENTERPRISES IN HUNG YEN 3.1 Socio-economic scenario of Hung Yen province 3.1.1 Socio-economic situation of Hung Yen province in the period 2010-2018 Hung Yen is one of 11 provinces in the Red River Delta region, belonging to the key economic triangle Hanoi - Hai Phong - Quang Ninh, which is one of the areas with the fastest economic growth rate in the country In the period 2010-2018, Hung Yen had a relatively high economic growth rate The economic structure shifted rapidly towards reducing the proportion of agriculture and quickly increasing in service and industry In particular, industry and construction occupy the leading role, followed by service and agriculture, forestry and fishery (hereinafter referred to as agriculture) with the lowest proportion, respectively 51.01%, 28.60% and 10.94% (2017) However, the relatively slow transition showed that the economy of Hung Yen is approaching the balanced state of the current growth model In the period of 2010-2018, the agricultural structure only decreased by more than 7% (from 17.91% to 10.58%) and in contrast, industry-construction and services only increased by 3.1%; 2.8% (respectively) in the economic structure of the province (Chart 3.1) Chart 3.1: Economic structure of Hung Yen province in 2010-2018, % Tax with IndustryMarketingField/year Agriculture allowance construction Services excluded 17.91 48.00 25.84 8.25 2010 19.47 48.69 24.58 7.27 2011 16.43 51.39 25.18 7.01 2012 14.46 51.02 25.78 8.74 2013 13.81 50.80 26.03 9.37 2014 13.32 51.09 26.19 9.4 2015 12.43 50.17 28.31 9.09 2016 10.94 51.01 28.6 9.45 2017 10.58 51.56 37.86 2018* 3.1.2 Characteristics on population, labor and employment 3.1.3 The need for labors of enterprises and labor exports 11 In 2017, Hung Yen received 255 new investment projects (61 projects more, compared to 2016) in which there were 213 domestic projects (total registered capital of 15.506 billion VND) and 42 FDI projects (with registered capital of 220.6 million USD) In general, the province has 1,693 projects with a total registered capital of 112.9 trillion VND and 3.6 billion USD, of which 960 projects were put into work to create jobs for 15.8 ten thousand workers In 2016, only counting reported employment data of 33 enterprises in 2016 and the number of expected employees recruited in the first months of 2016, the need for recruitment of these enterprises was already 11,623 labors, of which females were about 7,569 with main occupations such as textile and garment The demand was so high, but after two recruitment stages, they only got 1,700 employees In 2016, the whole province of Hung Yen has provided vocational training for about 42,000 laborers, reaching 78% of the plan and created new jobs for over 14,000 employees; carried out procedures for 3,300 workers in the province to work abroad In addition, vocational training programs for rural labors continued to be implemented effectively, opening up job opportunities, raising incomes, etc for the people In order to improve effectiveness, vocational training needs to carefully examine the needs of apprentices and vocational trainers and pay special attention to labors losing jobs from dissolved or decommissioned enterprises, especially in concentrated industrial areas and households which are subject to land clearance and land reacquisition A number of occupations and groups of occupations have need of trained workers such as tailors; machine and equipment operators; mechanics; assembling machines, etc In the future, the demand for human resources for these occupations will increase sharply due to the growth of enterprises in the area According to the registration of employers' demand of enterprises, about 30,000 people are needed every year, in which manufacturing industry is 18,000 people, construction industry 6,000 people, agriculture and fishery 3,000 people, and service 3,000 people The field of cooperation between training institutions and enterprises in Hung Yen province is increasingly strengthened than before According to the emulation summary report of universities and colleges in Hung Yen province in the year 2018-2019, the training institutions of Hung Yen province have a good cooperation relationship with the enterprises Typically, the Mecha Electric and Water Resources Vocational College associates with nearly 100 businesses; Hung Yen University of Technology and Education cooperates with 60 enterprises; Hung Yen Industrial College associates with 45 enterprises, etc.; successfully organizing job festivals to connect students' cooperation and employment opportunities, to meet the increasing demands of the labor market, and to demonstrate the position of the universities in activities of training human resources with high quality, for the region and the whole country 3.2 The system of training institutions and labor demand of enterprises in Hung Yen province 3.2.1 The system of training facility in Hung Yen province 3.2.2 The scale of vocational training 3.2.3 The structure and the number of vocational training jobs 3.2.4 The lecturer team 3.2.5 The actual situation of facilities system serving vocational training 3.2.6 The program and curriculum of vocational training 12 3.2.7 The result of vocational training The number of trained labors increasingly rises, which not only contributes to solve job problem but also promotes the process of economic restructuring for the local toward industrialization and modernization, reduces the dependence on agriculture, increases labor in non-agriculture Total of trained labor in the period from 2011-2015 is 153.302 labors, accounting for 25.35% compared to labor force In which, over 50% of trained people has job; over 75% of people has suitable job for trained career 3.2.8 The demand for vocational training in Hung Yen province in the future As planning, in the period from 2020-2025, the institutions of educational job in the local are going to train over 70 careers, belonging to groups of career, which are Industry – Construction; Agriculture – Forestry – Fishery; Service and Trade The training scale is around 70.000 people per year, in which: college qualification is over 5.000 people/ year; intermediate level is over 6.000 people/ year; level of elementary, short-term and career skill fostering are about 59.000 people/ year 3.3 The actual situation of link between training institution and enterprise in vocational training in Hung Yen province To evaluate quality and efficiency link between training institution and enterprise in vocational training in the local, this thesis investigates through deep interview with enterprise (manager and trained labor before going to work), training institutions (manager and lecturers in the local) The scale of survey sample With study as planning above, the study investigates with the scale of survey sample according to structure as following: - Group 1: Managers, lecturers in institutions of vocational training, quantity: 50 votes - Group 2: Representative for enterprise and enterprise’ experts, quantity: 200 votes - Group 3: Graduates in in institutions of vocational training, quantity: 100 votes Total of sent vote is 350 votes, during from 09/ 2017 to 10/2017, there were 309 feedbacks However, during checking votes, 11 votes with unassured information quality were discarded Remained votes are assured to analyze which are 298 with structure as following: Group – 36 votes, group – 182 votes and group – 80 votes 3.3.1 The quality of trained student at vocational school Assessment of leaders and manager of enterprises for students graduated from institutions of vocational training working in enterprises with criteria as following: (i) Career skill; (ii) expertise (iii) consciousness, attitude to career, they are summarized in the below table: Table 3.4: Assessment of enterprise about quality of trained labor force Assessment Level (%) Assessment Criteria Very low Low Average High Very high Career skill 3,5 23,5 37,6 25 10,4 Expertise 23,8 39,5 23,4 9,3 Consciousness, attitude to career 4,2 21 34,7 33,7 6,6 Source: The investigation result of author 13 Thus, in given criteria to assess the vocational training quality, “consciousness, attitude to career” was assessed highly In contrast, “career skill” was assessed with the lowest level From this result, we could see that in general the quality of vocational training is still low, link between training institution and enterprise is not really good In reality, there are “differential” between training process and enterprise’ demand Schools still train according to "what they have" but rarely follow "what enterprises need" 3.3.2 Relevance of the training program, machinery, equipment, etc of the training institution to the reality in the enterprise For training institution, the assessment of its machinery, equipment, training programs, the qualifications of its lecture is high (19.4%) and very high (38.8%), while enterprises and graduates assess that machinery, equipment, training programs of the school are mostly at average level Specifically: 38% 38.6% of the opinions of graduates and enterprises said that the machinery and equipment of the training institution compared to the actual enterprise only reached the average level Especially, 30.6% of enterprises rated it low and 14% rated it very low This is also the main reason when students after graduation, are very confused in operating machinery when working in the enterprises There are many possible reasons for this, but the main reason is the difference in the approach dimension While educators make their point of view based on comparison with the common ground of training institutions in general, graduates make judgments based on practical experience in both training institution and enterprise While main task of training institution is to train general knowledge about careers with limited funding, it is very difficult for training institutions to meet the needs of enterprises, especially enterprises having specific technologies Table 3.6: Assessment of relevance of facilities and training programs of the training institutions compared with the actual requirements (Assessment Level %) Assessment Criteria Object Very Very Low Average High low high Graduate 15 15 38 19,2 12,8 Relevance of machinery and Enterprise 14 30,6 38,6 11,4 5,4 equipment to the reality at the Training enterprise 4,6 9,2 28 38,8 19,4 institution Graduate 16 16,4 30,4 28,2 Expertise and pedagogical Enterprise 13,8 19,2 46,2 14,6 6,2 behavior of training institutions’ Training officials, lecturers 8,2 23,6 50,2 18 institution Graduate 13,8 15,8 38,4 21 11 Training programs of the training institutions compared Enterprise 15,4 27,2 37,4 15 with the actual production of Training 4,8 6,4 28,2 44,6 16 enterprises and social demand institution Source: The investigation result of author In general, the vocational training schools in Hung Yen province have not yet properly assessed the actual machines, equipment for practice and teaching; Expertise and pedagogical behavior of officials and lecturers; training programs of training 14 institutions compared with the actual production of enterprises and social demand This is the result of the fact that vocational training institutions and enterprises not really have a common opinion in vocational training and the universities are not really active in understanding the actual training demand that are rapidly changing due to the impact of the fast-moving structure in the local It causes that students who have been trained at the training institutions to work in the enterprises not meet the job requirements, causing enterprises to spend more time and money on retraining labor to suit the job at the enterprise This is also the main reason leading to surprises about machinery and technology for student when working at the enterprise after graduating 3.3.3 Awareness on the between training institutions and enterprise in vocational training in Hung Yen province Table 3.7: Assess the direction of the training institution in association with the enterprise (Assessment Level %) Assessment Content Object Very Very low Low Average High high Training The direction of the school on the 17,8 23,4 42,6 13,2 institution combination of the school and enterprises in vocational training Enterprise 22,4 48,6 19,6 2,4 Training Situation of the combination 1,4 28,2 44,8 21,2 4,4 between school and enterprise in institution vocational training Enterprise 2,6 21,2 50,8 24,4 Source: The investigation result of author Although the direction of both schools and enterprises in linking the two sides is quite high, but actually the link is quite low According to the survey results, 44.8% rated that the reality of the link between schools and enterprises in vocational training only reached the average level, 28.2% is low, 11.4% was very low On the enterprise side, the results are even worse 40.8% of the respondents said that the link between enterprises and schools in vocational training was only average, 37.7% rated it was low and 2.6% rated it was very low In summary, both enterprises and training institutions attach great importance to directing the cooperation between the two sides in vocational training, but in reality the level of linkage is very low 3.3.4 The degree, quality and effectiveness of the cooperation between training institutions and enterprises in human resource training in Hung Yen c The degree of cooperation between training institutions and enterprises in human resource training in Hung Yen d Assessment of management teams of enterprises on the effectiveness of cooperation between training institutions and enterprises in vocational training e Assessment of vocational former students on the effectiveness of training institutions and enterprises in vocational training f Quality associated with training institutions and enterprises in human resource training g Effectively cooperate training institutions and enterprises in human resource training The cooperation between training institutions and enterprises in human resource training in this study is assessed by two target groups: Enerprise managers and training institutions 15 On the vocational school’s side, 32.3% of the respondents said that the cooperation rate is effective (choosing effective and very effective options), while 41.8% only assessed at average, and 25.9% said that the cooperation is not very effective (choose the ineffective or less effective options) Meanwhile, enterprise representatives participating in the survey assesses the effectiveness of current cooperations lower than their counterparts The survey results show that less than 16% of enterprise owners think that the current training institution and enterprise cooperations are highly effective in training human resources While 40.8% said the current cooperation is not effective with 32% rated less effective and 8.8% rated ineffective Table 3.12: Assessments of managers about the effectiveness of training institutions - enterprises cooperation in vocational training Assessment rate % Assessment content Subjects Less Very Ineffective Average Effective effective effective Assessments of managers Training 6.4 19.5 41.8 29.9 2.4 about the effectiveness of institutions cooperation between training institutions and Enterprises 8.8 32 39.8 15.4 enterprises in vocational training Source: Author's survey results 3.4 Assessing factors affecting the effectiveness of cooperation between vocational training institutions and enterprises in vocational training in Hung Yen Based on the theory and results of previous studies, four main groups of factors affecting the cooperation between training institutions and enterprises in human resource training have been identified Each group consists of component elements: (i) Group of context factors, (ii) Group of organizational factors, (iii) Group of characteristic factors, (iv) Group of cognitive factors: Quantitative preliminary research was conducted to make preliminary assessment of the reliability and value of the scales designed and adjusted to suit the conditions of Hung Yen, through a detailed questionnaire The sample for quantitative preliminary research with size n = 48, was selected by convenient sampling method Exploratory Factor Analysis (EFA) and Cronbach’s alpha reliability through SPSS software was used in this step Official research conducted by quantitative research method Quantitative research was conducted through interviews with enterprose managers and representatives of training institutions in Hung Yen with the sample number n = 129 The Structural Equation Modeling through AMOS software (Analysis of Moment Structures) was used in this step The results of the preliminary quantitative study were assessed on the scale by EFA method and Cronbach's alpha reliability coefficient through SPSS software showing that the scales met the requirements of unidirectional, reliability and value And observed variables were further used in formal research Test results by Exploratory Factor Analysis (EFA) 16 EFA results have a pause when extracting factors with eigenvalue ≥ (results range from 1.5 to 4.1) with extract variance ranging from 53.3% to 81.1% (> 50%) The factor loading coefficient range from 0.5 to 0.9 (0.4) The Cronbach’s alpha reliability coefficient of the scale ranges from 0.69 to 0.92 (> 0.6) The correlation coefficients are variable - the total ranges from 0.4 to 0.82 (> 0.35) After verification by EFA, all observed variables in the scales met the requirements of unidirectionalness, convergent validity, discriminant validity and reliability Model results assess the impact of factors on the effectiveness of cooperation between institutions and enterprises in vocational training in Hung Yen The results of linear structure analysis show that the theoretical research model has squared equal to 1036,978 (p = 0,000); square / df = 1,779; TLI = 0.9; CFI = 0.989; RMSEA = 0.054 The above statistical indicators allow the conclusion of a theoretical model appropriate to the survey data set Image 3.1: Analysis results of Structural equation modeling (SEM) factors affecting the effectiveness of training institution and enterprise’s cooperation The model results show that all four groups of theoretical factors have a real impact on the effectiveness of the cooperation between training institutions and enterprises in vocational training in Hung Yen This implies that in order to improve cooperation’s effectiveness in the coming time, Hung Yen needs to have appropriate policies to promote factors that have a positive impact and limit the influence of the hindering factors 3.5 The causes limiting cooperation’s effectiveness Survey results and in-depth interviews with enterprise managers, leaders of training institutions, lecturers (participating in teaching in the cooperation) show the effectiveness of cooperation between training institutions and enterprises in Hung Yen is not high due to the following cause groups: 17 3.5.1 The cause group due to the local educational governance system a Objective cause group - The system of management mechanisms and policies is not comprehensive and not strong enough to create a driving force for cooperation - The assignment of management and decentralization is still overlapping between organizations, departments and agencies Management qualifications and capacities of competent authorities in charge of vocational training have not yet met practical requirements, many officials have not yet been qualified in education management - Lack of information systems to forecast the needs of enterprises and the labor market - The content of the program has not been standardized, unified by vocational groups and training disciplines - Budget for equipment procurement and capacity building of teachers and managers has not met training requirements in the new period b Subjective cause group - In the management, there are a number of vocational training institutions still affected by the centralized bureaucracy, not really active and flexible in improving the training quality in the direction of "supply" to "demand." - Qualifications of teachers are still limited, not standardized, and still lacking Staff members who are in charge of management and assisting principal not have much experience in running vocational training The management staff and teachers are not synchronized, not commensurate with the tasks and scale of the schools - Facilities and equipment for vocational training are still limited and are in the stage of gradual improvement - The dynamism and creativity of the institutions are still limited, failing to keep up with the development requirements of the market and society to be proactive in choosing careers and deciding the enrollment scale as well as organizing the training process - The scale and structure of training occupations are slow to innovate according to the needs of businesses and markets, mainly focusing on traditional occupations, or training based on existing capabilities - Not closely combining training with scientific research of students, between formal and extracurricular learning, etc 3.5.2 Group causes directly from training institutions and businesses a On the training facility side: Many training institutions are currently under the influence of centralized management mechanism, not really active and flexible in improving training quality Training institutions have not been proactive in either establishing or developing cooperation with enterprises Lack of staff capable of carrying out cooperation, training cooperation at schools and businesses Many training institutions have not fully realized or realized the benefits of the abovementioned training cooperation but not have the capacity, conditions as well as effective solutions to implement them Most basic vocational training institutions focus on training traditional vocations or training according to existing capabilities instead of training fields required by the labor market Vocational training institutions still rely on state agencies, available conditions, not actively seeking training market, labor market 18 b On the enterprise side: Not really active and flexible in the training and retraining, upgrading the qualifications of its labor force There is a need to use the technical labor force but has not actively established cooperation with vocational training institutions In our country, the supply of labor is greater than the demand, so due to the pressure of employment, workers must train and improve their occupational skills to have employment opportunities Therefore, despite the use of products of vocational training, enterprises have not been properly aware of the responsibility to return to training institutions and technical workers CHAPTER SOLUTIONS TO IMPROVE THE QUALITY AND EFFECTIVENESS OF VOCATIONAL TRAINING THROUGH THE COOPERATION BETWEEN TRAINING INSTITUTIONS AND ENTERPRISES IN HUNG YEN 4.1 Bases for developing cooperation to improve the quality and effectiveness of vocational training 4.1.1 Objectives of the Vietnamese education industry 4.1.2 Some orientations for vocational training development to 2025 4.1.3 Expected changes of enterprises in the coming years 4.1.4 Changes of labor market - employment of enterprises 4.2 Objectives, principles, policies and basic principles combining training institutions with enterprises 4.2.1 Determine the goals of joint training with enterprises Strategic targets: Competitive targets: Intrinsic targets: 4.2.2 Identify the basic arguments 4.2.3 The principle of training link between training institutions and enterprises 4.2.4 Policies on training link between training institutions and enterprises 4.2.5 Identify the basic principles of training link between training institutions and enterprises 4.2.6 Identify training linkages between training institutions and enterprises 4.3 Solutions to improve the quality and effectiveness of vocational training through the cooperation between training institutions and enterprises in Hung Yen 4.3.1 Group of solutions for planning the purpose and associated content in training Firstly, build the objectives and content of the training program; Second, develop professional competencies for faculty members and improve management skills for educational managers; Thirdly, establishing and investing in facilities and equipment for training; Fourthly, create financial sources for training; Fifthly, develop assessment standards for graduation recognition; Finally, create jobs This is the most important issue of the whole training process; in fact this is the "output" which is a problem of the whole society "Output" directly affects the training process from the stage of enrollment, teaching, learning, so on Cooperation and training according to "orders" of 19 enterprises will help "output" - training products will have an address to use or at least this training product according to the "demand" of the labor market 4.3.2 Group of solutions to improve the quality of cooperations 1) Establish legal procedures and develop a plan to coordinate actions of the two parties - Training institutions: Need to introduce the ability, demand for cooperation and association with enterprises; introduce enrollment plan, annual training plan; lecturers, teachers, experts; presenting basic views on human resource training, etc - Enterprises: It is necessary to introduce the capabilities and the need for cooperation and cooperation with training institutions; introduce the size and class of the enterprises; key product markets; facilities, contingent of managerial, technical, supervising staff, experts, artisans, and technicians; present basic views on requirements of ethical quality, health, gender, professional skills, foreign languages, etc for current and future human resources From there, it is necessary to have specific agreements, expressed by associated contracts in training so that participants can specify responsibilities with terms; This is the procedure or legal documents to formulate policies, mechanisms and personnel deployment 2) Formulate policies, mechanisms and personnel deployment - Developing policies and implementation mechanisms: policies and mechanisms are considered as the main core of training cooperation contracts Both sides, depending on the conditions, operating characteristics and the apparatus, propose a feasible mechanism for implementation Training institutions should have policies for both training institutions and enterprises: + Policies for enterprises: It is necessary to have invitation for lecturers and decisions on appointment of teachers, budgeting for fostering pedagogical knowledge for officials, artisans, supervisors, etc have been selected to invite for lecturing And there should be a decision to appoint teachers down to each class to the same professional activity + Policies for training institutions: Each unit in the training institutions must develop a specific plan and content of operations for cooporation contracts; especially consider part-time teachers (from enterprises) as organic teachers in professional activities 3) Compiling lecture content and curriculum This is a key job - between the training institutions and enterprises need to unify to make a premise for other activities of the joint training process However, as mentioned above, the standard consistency between enterprises of international level and normal enterprises is often much different Therefore, the selection of enterprises as partners for the preparation of lecture content and curriculum is extremely important stage; It will determine the training objectives and level of knowledge, skills, etc will be equipped for students to serve enterprises across the country Curriculum: Considered the concretization of the training program When there is an integrated training program without any curriculum, "each teacher is one type", "the teacher told him to be right" and "every teacher is wrong", skills knowledge will have many differences between the teacher and standard deviation In association with the enterprise in training, the more teachers and teachers are able to expand, the more differences between teachers Therefore, the curriculum should be developed together with the training program In order to conduct research on writing curriculum to ensure science, it is necessary to set up a research group to compile the curriculum, including: training managers, researchers, teachers, and section directors, experts, artisans, experienced technical staff and technicians 20 Compilation of lecture content: It is necessary to identify vocational training as lectures must always stick to the practical needs of enterprises and the needs are always new and require high professionalism of technical workers The students can only stick to the curriculum or the old technology knowledge, skills and information, but must appropriately give the teachers the right to actively exploit and update new information into the lecture This information source can be exploited from the following main directions: - Collect directly from customers - Collected through enterprises - Gathered through scientific seminars and training courses - Collected via the internet With these lively sources of information, teachers (training institutions and enterprises) will work together and exchange information to make the lecture rich and always new 4) Deploying teaching and learning for students In the process of implementing joint training, the two sides are responsible for designing study locations, participating in teaching and training students Specifically: Designing a learning location consists of two basic locations: - Traditional learning places: the school consists of theoretical classrooms, model practice rooms and practical skills training rooms This place is used to train basic knowledge and skills - Learning locations at the enterprises: practical model classrooms, practical skills training classrooms at business service locations of the enterprise such as real products This location will help students observe and conduct research to illustrate lessons at the training institutions; On the other hand, it is a practical basis for students to gain access to the business activities, daily service to train the manners, bravery and skills formed in the University Teaching skills knowledge, educating the right career attitudes and training skills, educating the right career attitudes and training student behavior are very important decisions that greatly determine the quality and effective training - The teaching and training students is provided by teachers from both training institutions and enterprises In order to promote these two sources well, managers and executives of training institutions need to arrange science to promote the strengths of each teacher source; For example, teachers in training institutions are often strong in knowledge, basic skills and have good pedagogical ability In contrast, teachers from enterprises are strong in knowledge, lively and diverse practical skills, have high discipline and agile working style, many good lessons about attitude and behavior However, their pedagogical ability is limited, when teaching easily becomes an out-of-program talk or as a vocational training in the teaching process, it needs the attention and close coordination of managers, leadership of training facilities and classroom teachers - Training students to create a learning routine, working in an industrial manner also needs attention Therefore, even when teaching in the classroom or instruction at any location, teachers always pay attention to educate workers' attitude, discipline, sense of discipline and style activities for students before, during and after teaching In particular, the current weakness is training for students when finishing teaching: cleaning, arranging 5) Develop financial policies for transparent and fair training Financing for training includes the state budget, student fees, etc This funding is not only for the activities of the training institution but also for the payment of lectures to the teachers degree for both source teachers; This means that training institutions need to 21 deduct a part of training costs for enterprises in a fair way This funding may be more or less, but it is worth the effort from the enterprises involved and deserves recognition 6) Graduation Recognition Assessment This task needs to be done fairly and objectively so that the evaluation is a standard measure for: learners feel secure to try, enterprises feel secure when accepting high-performing people Avoiding the situation of “racing according to emulation results” means the more objective and accurate assessment of students' skill knowledge, the more meaningful for the teaching process but also for the "output" Therefore, both the training institutions and enterprises need to unify the development of methods, content, evaluation criteria to suit the reality and update the new requirements content, accordingly, participants in the assessment (from examination boards, judges, examiners, etc.) are composed of teachers of training institutions and lecturers invited from enterprises The assessment and testing component will come from both training institutions and enterprises, which will help to evaluate and recognize graduation to ensure pedagogy and practice 7) Introduction and employment placement - “output ” Employment is the final evaluation of the results and effectiveness of the links In order to well the "output" and enhance the responsibilities and rights of the enterprises involved in the association; between training institutions and enterprises that need to sign labor supply contracts and where possible training institutions create conditions and mechanisms for students to sign labor contracts with enterprises On that basis, enterprises directly commit to supervise and monitor students' learning process On the contrary, students will have clearer goals and motives 4.3.3 Group of solutions to build affiliate culture between training institutions and enterprises 1) Building a voluntarily recognized independent culture for the cooperation Culture includes shared standards; Acceptance of standards is unofficial and unwritten expectations or desires Standards directly affect the behavior of each member of the school – enterprise cooperation Efficiency is the matter that determines the existence of links On the other hand, in order to achieve efficiency, links are developed based on solidarity and unity foundation, sharing and acceptance of mutual standards among members These are nothing more than links need to be voluntarily recognized cultural norms There are many factors affecting the independent cultural development of the link in training, it includes the culture of the school, the culture of enterprise, the culture of teachers themselves, managers, skilled workers, artisans and the surroundings There iss nothing worse than just keep the status quo, discreetly question in the inherent rules and styles of each person and nothing to adapt The school: Cultural standards for a learner-centered career: students are not only “customers” of the school but this also the object that the school and the teachers perform the education on ethics, personality, behavior and are trained into skilled workers With Eastern cultural norms, teachers must be the mentor (like father), therefore when standing in front of their students, teachers must be a model of morality, style, personality, expertise to set a good example for students The enterprise: The cultural standards of investors are central: enterprise and the staffs of the enterprise are both looking to satisfy the needs of customers from many cultures quickly, accurately and ensure that it is consistent with traditional cultures and international practices They must always learn, be active and flexible in order to quickly handle every situation in a suitable way to their customer’s cultural traditions They are people who are 22 always observing, learning and refreshing themselves: therefore their professional knowledge is very rich and their professional skills are sharp and decisive When participating in the cooperation in training, those who directly participate in it need to accept the reality of different starting points and viewpoints and they need to prepare themselves ready to adapt to new environment and style The new style is considered as a separate culture for cooperated training organizations Building a culture for combining training institutions with enterprises in training should be conducted in the following direction: 2) Building a learning culture, for cooperation and training - Building a culture for cooperation: Accepting to learn, changes and constantly improving, the ability to cooperate is a basic requirement of learning culture to cooperate There are two levels: + The first level is learning to cooperate; that means striving to understand more about the processes and issues in cooperation, constantly developing one’s competence and practice and teaching expertise + The second level is cooperation to learn; using training cooperation as a mean to learn more knowledge and skills from partners who participate in the cooperation - Building a cooperating culture for training; Built on the basis of cultural learning to cooperate, it helps the participating individuals to promote their ability and forte to perform various tasks of the training process: developing program, content, teaching, designing learning venue and lesson 3) Establishing a collective working style This requires conducting regular conversations and exchanges to form the "community ideology", the aspirations of each staff member and teacher in the cooperation needs to be revealed in an open and frank dialogue in order to explore the positive potential of each person in building basic assumptions about how-to-do and why the cooperation exists Agreements on the goals and methods need to be set up in the beginning and the basic principles and behavior (which, in particular, for students) can only be done if favorable conditions for conversations are met: trustworthy, open, respectful 4) Creating symbols and drafting documents, standards, rules, and basic claims This is to set common standards for both sides to implement This is a very important job in building a culture for cooperation in training Symbols, standards, rules are considered as a standard measure set up for only the people involved in activities in the cooperation; managing, operating, teaching, coaching students 5) Incentives and encouragement In order to shape the culture for cooperation in training, create long-term guiding principles, reinforce expectations and orientate encouraging behaviors, including: - Encourage thinking - Encourage action - Encourage new creations These incentives help training institution-enterprise cooperation in training more diverse and effective Encouragement is essential for members to be confident and overcome themselves In the context that the traditional culture of Vietnamese people have always been hided and afraid to express it selves, the encouragement is even more important for them to overcome the inherent cultural barriers to stimulate new creative thoughts and actions In order to show the incentives and encouragement, training institutions and enterprises need to take measures to encourage, reward, promote accurately and timely 23 In summary, in order to enhance the effectiveness of the cooperation between training institutions and enterprises, it is necessary to synchronize the three major groups of measures above Each measure group has its own positive effect on the cooperation; On the other hand, each group of measures has a reciprocal effect that helps other groups of measures to be implemented better CONCLUSION The above presents the entire study of the author on the quality and effectiveness of vocational training through the cooperation between training institutions and enterprises Here are some key points of the thesis that PhD students have done: Training cooperation between training institutions and enterprises directly affect the quality and effectiveness of vocational training Especially in the current context, when the world’s economy is gradually shifting to the knowledge economy and high quality human resources play a central role of the economy In the context of Vietnam in general and Hung Yen in particular, the trend of shifting from agricultural production to industry and services is slowing down due to the limitations of a growth model based mostly on capital, resources and cheap labor, developing high-quality human resources and skilled labor are the key to making breakthrough changes in economy restructuring and development How workers meet complex professional needs that continually improve? This is not a new problem and has always been a challenging for the Government and the education industry This problem have been constantly took care of and studied to find appropriate solutions for training institutions in Hung Yen province that provide multi-discipline training: accounting, finance and banking, electronics, industrial electronics, garment industry, mechanical engineering, automobile repair, mechatronics These majors, when the students are recruited, all directly produce products Demand for products is constantly changing and improving in quality, so vocational training has no other way than to closely associate with the actual needs and requirements of enterprises of the industry, training institutions - enterprises cooperation in vocational training That is the golden key to solving the above problem The training institutions of Hung Yen have applied training cooperation with enterprises for many years but the effectiveness gained is still limited Therefore, it is necessary to have synchronized and reasonable measures to enhance the cooperation between training institutions and enterprises in training activities, which is an urgent requirement On the basis of systematizing the theoretical basis of the cooperation between training institutions and enterprises and compare to the theoretical basis into practice in Vietnam in general and in Hung Yen in particular, the thesis proposes groups of solutions as an overall system of solutions as follows: - The first group: Planning goals and contents of training co-operations - The second group: Improving the quality of co-operations - The last group: Building affiliate culture between training institutions and enterprises Operating in a synchronized way, the above groups of solutions are not only solve each individual problem of training institutions and enterprises cooperation but also create an open and dynamic ecosystem It is this newly created ecosystem that is the new factor that makes breakthroughs in the quality and effectiveness of training institutions and businesses cooperation In this ecosystem, learners are the biggest beneficiaries, followed by enterprises and training institutions, besides there are related parties such as families (of learners), localities, and governments also gain greater benefits 24 LIST OF WORKS BY THE AUTHOR Nguyen Minh Hai – Le Thị Mai – Hoang Yen (2019), "Some solutions to increase labor productivity in Vietnam ", Journal of Economic Science (No 198/2019), pg.46-50 Nguyen Minh Hai (2018), "Assessing the quality and effectiveness of vocational training cooperation between enterprises and vocational training institutions in Hung Yen ", Journal of World Economics and Politics (No 108/2018), pg.12-19 Nguyen Minh Hai – Nguyen Anh Tuan – Ngo Tri Dung (2018) “The application of Deming circle into the improvement of the quality of curriculum development in vocational education institutions” Journal of Vocational Education and Training, (No 54/2018), pg 27-32 Nguyen Minh Hai (2018), "Research on training cooperation model of some countries and the lessons for Vietnam ", Journal of World Economics and Politics (No 12/2018), pg.12-19 Nguyen Minh Hai (2018) “Some solutions to develop high-quality human resources in industrial zones based in Hung Yen province” Provincial project - Department of Science and Technology of Hung Yen Nguyen Minh Hai (2017) “Current situation and solutions to attract foreign direct investment capital in industrial zones in Hung Yen province in the period of 20152020, with a vision to 2030" Ministry of Industry and Trade level project Nguyen Minh Hai – Le Xuan Hung (2016) "Current situation on the quality of human resources in Garment industry in Hung Yen " Journal of Finance - Business Administration, University of Finance - Business Administration, (No 4/2016), pg 49-54 ... affecting the quality of vocational training a Internal factors (factors ensuring vocational training quality) b External factors Figure 2.6: Factors affecting training quality Training quality Internal... COOPERATION BETWEEN TRAINING INSTITUTIONS AND ENTERPRISES 2.1 Quality of vocational training 2.1.1 Quality of vocational training The quality of education and training in general and vocational... macro, it directly affects the quality of the nation’s human resources - a “bottleneck” in the country’s current economic development In terms of micro, training quality is the competitive advantage