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Summary of Doctoral: Improving completion in government policies on social need-oriented training at higher education institutions in Viet Nam

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Based on theoretical and practical issues, this study aims to give the best solutions as well as make further suggestions for developing and improving the policy of HE in Vietnam based on social needs. To achieve mentioned objectives, this research attempts to review literature on a policy of HE in Vietnam based on social needs, study international experiences and the current status of meeting social needs level in HE in Vietnam, as well as explore policy state that has a supportive role to ensure that the universities in Vietnam provide their educational services based on social needs. A review of literature of this study reveals both positive and negative points to provide a basis for giving the most effective solutions, making suggestions to improve the policy of HE in Vietnam based on social needs by the year of 2025 until 2030 and the next years.

MINISTRY OF EDUCATION AND TRAINING THUONGMAI UNIVERSITY ­­­­­­­­­­­­­­­­­­­­­­­­­ HOÀNG VĂN MẠNH IMPROVING COMPLETION IN GOVERNMENT POLICIES  ON SOCIAL NEED­ORIENTED TRAINING AT HIGHER  EDUCATION INSTITUTIONS IN VIET NAM  Major : Economic Management Code : 62.34.04.10 PhD DISSERTATION SUMMARY Ha Noi ­ 2018 The study has been completed at: Thuongmai University  Supervisors: 1. Prof. Dr. Bùi Xuân Nhàn 2. Dr. Nguyễn Hóa Examiner 1:  Examiner 2:  Examiner 3:  The dissertation will be orally defended at the University Examining  Committee:    Venue: …………………………………………………………………… Time: …………………………………………………………………… The origin of the dissertation is accessible at: National Library of Vietnam Library of Thuongmai University LIST OF AUTHOR’S PUBLISCATIONS 1. “Developing Current Teaching Staff in Vietnam: Situation and Solutions”,  Economy and Forecast Review, vol. 12/2012 (524)   “Developing   Teaching   Staff   under   “Training   for   Social   Demands””,  Conference   proceedings   “Current   World   Context   and   Issues   on   Vietnam”,   Program   of   KX   04/11­15,   State­level   project,   Center   for  Training Political Theory Teachers, National University, Ha Noi   “Quality   of   Teaching   Staff:   from   Research   Capability”,  Economy   and  Forecast Review, vol. 12/2014 (572) 4. “Research Capability of Teaching Staff from International Publication”,  National conference proceeding “Developing training for comprehensive   reform of higher education in Viet Nam”, Thuongmai University, 2015   “Internal   Factors   Affecting   the   Development   of   University   Education  Services   for   Social   Demands”,  Journal   of   Science   and   Technology,  University of Thai Nguyen, vol. 156, ed. 11, 2016   “Enhancing   Accountability   of   Public   Universities   in   Reforming  Performance   under   Resolution   No   77/NQ­CP”,  National   conference   proceeding   “University   training   management   in   Autonomy”,   National  Economics University, 2016   “Roles   of   Accountability   in   Promoting   University   Training   for   Social  Demands”, Vietnam Trade and Industry Review, vol. 5+6 – April 2018 8. “Enhancing Accountability in Promoting Universities in Vietnam Training  for Social Demands ”, Vietnam Trade and Industry Review, vol. 7 – May  2018   “Improving   Human   Resource   Demand   for   Development   of   High­tech  Agriculture in Dak Lak Province”,  National conference proceeding 2nd  “Socio­economic Developing in Central Highlands”  in 2018, Kon Tum  Branch   of     Danang   University,   Faculty   of   Economics   ­   Danang  University of Economics, Faculty of Economics  and Accounting ­ Quy  Nhon University, Faculty of Chemistry – Danang University of Science  and Technology and  Hue University of Agriculture and Forestry, 2018 10. “Improving University Training Quality of Human Resources to Meet the  Requirements   of   Industry   4.0”,  International   conference   proceeding   “Industrial Revolution 4.0: Opportunities and Challenges to Economic   Development   in”,   Thuongmai   University,   Hue   College   of   Economics,  Haiphong University, University of Toulon, France, Lunghwa University  of Science and Technology, Taiwan, 2018 FOREWORD 1. Rationale of the study  The Higher education (HE) plays a decisive role in the development of  high   quality   human   resources   However,   today,   with   the   expansion   of  globalization   and   the   advancement   of   science,   the   HE   in   many  countries   is  facing   a   number   of   challenges.  The   positive   effects   of   Vietnam's   HE  development have played a very important role in the development of human  resources   at   the   university   level,   thereby   contributing   to   the   country's  industrialization   and   modernization   (industrialization   and   modernization),  socio­economic   development   (SEDP),   and   improvement   in   people’s   living  standards. However, such a rapid growth has not met the social needs yet. In  fact, the published studies indicate that the HE in Vietnam hardly meets or just  meets the minimum social requirements due to a wide range of reasons. It is  possible that this limitation is caused by the HE system and other objective  reasons The subject who provides HE services may be the universities which are  known as the HE institutions  which have many  difficulties in  identifying  the  social  needs  for  higher   education  in   relation   to   their   mission   and   their  objectives. Moreover, although the universities identify educational needs, it is  difficult to make the HE meet social needs. For this reason, the universities  must have a link with the employers. Nevertheless, the association between the  universities and employers in the HE in Vietnam is still limited. Therefore, it is  quite challenging for the universities in Vietnam to implement the social needs.  It was found that such limitations could result from the history of Vietnam's HE  development in the econometric economic mechanism Since the resolution on the basic and comprehensive renovation of Vietnam's  HE in a period of 2006­2020, Vietnam's HE has increasingly developed towards  actively removing the imprint of economic planning, enhancing adaptability to  the market economy, scientific and technological revolutions, and opening up  and   international   integration   In   this   view,   the   universities   are   gradually  expanded autonomy associated with the implementation of accountability. As a  result, the universities are increasingly operating in the same way as service  providers, including training services There have been a number of studies related to the HE and the policy of HE  based   on   social   needs,   etc     Previous   studies   have   contributed   to   the  interpretation   of   theoretical   issues   as   well   as   giving   solutions   to   the  development of higher education, pointing out the contributions as well as the  issues   of   higher   education   development   institutions   in   Vietnam   in   various  aspects which could provide a basis for giving more effective solutions Several studies on the policy of HE Vietnam based on social needs were done  in previous years. However, today, due to the rapid change in the HE, it is  important for the universities to provide HE services  based on social needs; for  example, business organizations can provide the commodity and service under  the marketing regulation. Thus, there is a need to further research and provide  the most effective educational policy of HE that could meet the requirements of  the  development  of  HE  in  Vietnam    In  this regard,  the  government  should  monitor the universities and support the policy of HE to help the universities in  Vietnam to complete their missions to meet social needs.      There   have   need   a   number   of   studies   on      the   policy   of   HE  to   help  the  universities   in   Vietnam   to   complete   their   missions   based   on   social   needs.  However, within the scope of the thesis in the field of economic management,  this research emphasizes on “Improving completion in government policies on  social   need­oriented   training   at   higher   education   Institutions   (HEIs)   in  Vietnam” 2. Research objectives Based on theoretical and practical issues, this study aims to give the best  solutions as well as make further suggestions for developing and improving the  policy   of   HE   in   Vietnam   based   on   social   needs     To   achieve   mentioned  objectives,   this   research   attempts   to   review   literature   on   a   policy   of   HE   in  Vietnam based on social needs, study international experiences and the current  status of meeting social needs level in HE in Vietnam, as well as explore policy  state   that   has   a   supportive   role   to   ensure   that   the   universities   in   Vietnam  provide their educational services based on social needs. A review of literature  of this study reveals both positive and negative points to provide a basis for  giving the most effective solutions, making suggestions to improve the policy  of HE in Vietnam based on social needs by the year of 2025 until 2030 and the  next years 3. Subjects and scope of research Research subjects The subjects of this research are theoretical and practical issues about  educational policy of the universities in Vietnam based on social needs Research scope Content: This research limits studying theories and assessing the current status  of relevance as well as explore the impact of educational policy in HE that  plays   a   key   role   in   supporting,   promoting   and   assuring   the   universities   in  Vietnam by providing educational services based on social needs, namely: (1)  policy of educational development, the identification of enrollment  criteria of  the universities associated with social needs; (2) policy of capacity development  of   the   universities   based   on   social   needs;   (3)   policy   of  alliance   and  collaboration development between the universities and employers (enterprises  are representatives); (4) policy for learners; (5) policy of the implementation of  accountability of universities. However, this research limits studying policy that  plays   the   most   important   role   in   HE   in   Vietnam   based   on   social   needs.  Moreover,   it   limits   studying   policy   that   has   an   impact   on   the   system   of  universities as well as studying other stakeholders nationwide. Noticeably, it  only studies social needs for university training in three basic aspects of scale,  structure of training majors and quality of higher education.   It also aims to  study the evaluation of policy content based on the most appropriate criteria. It  finally aims to evaluate the impacts of policy of the universities through the  impact criteria of education based on social needs Secondary data is collected from documents published in a period of 2007­2017,  updated to 2018, whereas primary data is collected from documents published  between   March,   2017   and   mid­November,   2017;   aiming   to   focus   on   the  proposed solutions and proposals by the year of 2025 until 2030 and the next  years The   subject   of   this   research   includes   the   universities   and   HE   institutes   in  Vietnam (excluding security universities, military universities, and international  universities) 4. Research questions Based on the above research objectives, the key research questions of  this research are addressed as follows: RQ1: What is the theoretical framework of policy of HE in Vietnam based on  social needs? RQ2:   What   ate   international   experiences   in  policy   of   HE   based   on   social  needs? RQ3:   How do universities in Vietnam  provide educational services based on  social needs? RQ4:  How does the educational policy of Vietnam ensure the appropriateness  and impact of education of the universities in Vietnam based on social needs? RQ5:   From the educational perspective based on social needs,  what are the  advantages, the drawbacks and causes of educational policy of Vietnam? RQ6:     What should we do to improve educational policy of HE in Vietnam  based on social needs? 5. The contributions of this thesis This thesis has the greatest following contributions In terms of theoretical  aspects:  It  summarizes  and clarifies the  theoretical  issues of  education of HE in Vietnam based on social needs.   It attempts to  analyze, clarify and define the concept of educational policy of HE in Vietnam  based   on   social   needs   In   particular,   it  analyzes,   clarifies   and   defines   the  necessity of implementation of educational policy of HE in Vietnam based on  social needs, and followed by  the analysis of important factors of  educational  policy of HE in Vietnam based on social needs. This thesis presents the process  of education in HE in Vietnam based on social needs. It also presents a brief  summary of summary and explains the theoretical issues of educational policy  of HE in Vietnam based on social needs.  It then analyzes and clarifies the role  of policy that has an impact on the system of universities.   It also presents  policy  that   plays   a   key   role   in   supporting,   promoting   for   assuring   the  universities in Vietnam to provide educational services based on social needs. It  finally analyzes the basic factors affecting the policy of HE in Vietnam based  on social needs as well as  identifies the criteria used in the policy assessment  HE in Vietnam based on social needs.  In terms of practical aspects:  These theses studied the experiences of some  countries, the current situation and then make conclusions as well as assess the  policy of HE in Vietnam based on social needs. It also clarifies the strengths,  limitations, and causes that contribute to the modification or confirmation of  previously published research results in the new contexts. This has contributed  to   the   establishment   of   a   scientific   basis   for   giving   solutions   and   making  recommendations to improve the educational policy of HE in Vietnam, thereby  contributing   to   the   support,   promotion   and   assurance   of   the   education   of  universities in Vietnam based on social needs.  6. Thesis Organization This thesis is organized into four chapters as follows: Chapter     presents   an     overview   of   research   situation   and   research  methodology Chapter 2 presents theoretical and international experiences in the educational  policy of HE in Vietnam based on social needs.   Chapter     describes   the  current   status   of   the   educational   policy   of   HE   in  Vietnam based on social needs.   Chapter 4 provides  some solutions and presents further recommendations of  improving the educational policy of HE in Vietnam based on social needs.   Chapter 1 LITERATURE REVIEW AND RESEARCH METHODOLOGY 1.1. Literature Review of Previous Studies 1.1.1. Studies on social needs for higher education and Social need­oriented   higher education  There have been several studies on university training and other aspects of  university training development including social needs for university training  and training for social demands. The authors have analysed and presented some  theoretical   and   practical   issues   on   social   needs   for   university   training   and  training   for   social   demands   and   business   demands;   situations   of   university  training   in   local,   regional   and   national   level   They   then   proposed   some  assessment on the advantages and limitations of university training in relation  with social needs. Most studies generally concluded that university training in  Vietnam  has yet to fully meet social needs for various reasons. Based on the  findings, researchers made some recommendations on improving the quality of  university training to meet social demands. Those studies are significant for the  dissertation   to   build   the   theoretical   background,   analyse   and   evaluate   the  situation   of   different   aspects   in   university   training   for   social   demands   and  policies on university training for social demands in Vietnam 1.1.2   Studies   on  government  policies   on  Social   need­oriented   higher   education A   number   of   studies   have   been   conducted   on   policies   on   developing  university training system and aspects of university training development. They  applied different approaches including theoretical and practical analyses as the  ground for suggested solutions. Almost none of them looked into the issue of  university training for social demands. However, they provided the ground and  information to form the theoretical background to determine the conclusions on  policies related to university training for social demands as presented in the  dissertation. Some research on policies on university training for or to meet  social demands analysed theoretical and practical issues on university training  for social demands as well as related state policies. It is noted that they were all  conducted   a   long   time   ago   including   one   on   college   training   from   the  perspective of education management. However, some of their findings are still  stakeholders, especially employers, in training 2.1.3  Procedure  of  at  Higher Education Institutions at  Higher Education   Institutions The procedure of training for social demands of particular university and  the   system   starts   with   the   identification   of   social   demands   for   potential  outcomes   in   scale,   structure   and   quality   (knowledge,   skills   and   attitudes   or  autonomy and responsibility) (see Figure 2.1).  Source: Training model based on business demands suggested by  Phung Xuan Nha (2009)  2.2. Policies on university training for social demands 2.2.1   Definitions,   classification   and   functions   of   policies   on   university   training for social demands 2.2.1.1. Policies on university training for social demands Policy   and   public   policy:  Policies   and   public   policies   are   defined  differently   based   on   different   approaches   The   dissertation   refers   to   public  policies as “a system of goals, viewpoints, principles, rules, tools and measures   selected, issued and implemented by the State to resolve one or some public   problems in a certain context.” Policies on university training for social demands: From reviewing the  literature   on   policies,   public   policies   on   education   and   public   policies   on  university education, the dissertation defines policies on university training for  social demands as “a system of goals, viewpoints, principles, rules, tools and   measures selected, issued and implemented by the State to directly or indirectly   create the environment and conditions for supporting, motivating and ensuring   universities to develop their necessary factors for training for social demands.”   Policies on university training for social demands also include goals, tools and  measures as sub­policies with their own objectives, tools and measures. Within  the scope of the study, policies on university training for social demands are  referred as public policies issued by state administration units at different level,  which are different from policies of universities 2.2.1.2. Classification of policies on university training for social demands Policies  on  university  training for  social  demands  are  a  system  of sub­ policies to support, motivate and ensure universities to train for social demands.  There   can   different   groups   of   policies   based   on   different   criteria   The  classification of policies on university training for social demands is relative as  a certain policy can be classified in different groups 2.2.1.3. Effect of policies on university training for social demands State   policies   are   of  great   importance   to   the   development   of  university  education,   particularly   university   training   for   social   demands   Policies   on  university training for social demands as studied in the dissertation are public  policies used by the State as the tools. By using tools, measures or sub­policies  to reach the goals of policies on university training for social demands, the State  aims to generate the environment and conditions for supporting, motivating and  ensuring universities to build necessary factors for training for social demands 2.2.2. Major policies on university training for social demands Policies on university training for social demands consist of a number of  sub­policies   The   dissertation   studies   some   policies   with   major   impact   on  university   training   for   social   demands,   namely   (1)   Policies   on   university  training programs, enrolment targets relevant to training capacity and based on  social demands; (2) Policies on university training capacity development; (3)  Policies   on   learners;   (4)   Policies   on   cooperation   between   universities   and  employers; (5) Policies on university accountability 2.2.3. Factors affecting policies on university training for social demands There are many factors affecting policies on university training for social  demands   including   macro­environment   factors   (socio­economic   conditions;  political state; industrial revolutions; globalization and international integration  in   university   education;   trends   in   university   education   development   in   the  world); the capacity of policy makers, executors and policy­making procedure;  and policy implementation of universities. Policies on university training for  social demands are dependent on various factors, so it is significant for state  administration agencies to evaluate them in making and implementing policies  to ensure their positive effect on supporting, motivating universities to train for  social demands 2.2.4. Evaluation of  policies on university training for social demands It   is vital  to  evaluate   public  policies,   particularly policies on  university  training for social demands as it provides a basis for related agencies to make  decisions and complete policies. The evaluation should be implemented based  on relevant criteria for specific policies. In addition to secondary data on the  outcomes   of   university   education   development   and   elements   of   university  capacity of training for social demands, the dissertation determines two criteria  including   the   relevance   and   impact   of   policies   to   survey   the   assessment   of  related parties on the results of university training for social demands and state  policies on university training for social demands 2.3. International experience in policies on university training for social  demands 2.3.1. Experience of some countries The   dissertation   studies   the   experiences   of   some   neighboring   countries  with similar history of socio­economic, cultural and education development but  with more developed university education than  Vietnam  including Malaysia,  China and Korea. It then draws such lessons as (1) Strongly reforming state  administration on universities towards greater autonomy, especially in finance;  (2)   Enhancing   education   personnel   development   including   selection   and  training in foreign countries; recruitment of experts and scientists from abroad,  i.e. Vietnamese or overseas Vietnamese; (3) Improving collaboration among  ministries,   committees  and  trade  associations  in establishing and  developing  national   occupational   skill   standards   based   on   practical   occupations;   (4)  Extending   cooperation   between   universities   and   enterprises,   employers   for  practical   education   in   training   to   improve   the   quality   of   training   for   social  demands; (5) Diversifying financial sources for university education including  state   budget   as   a   key   factor;   (6)   Allocating   the   state   budget   for   university  education   based   on   the   outcomes   and   the   state   and   social   demands   for  university   education   instead   of   public   or   private   sectors;   (7)   Building   and  applying   Law   on   Labour   use   tax;   (8)   Implementing   policies   on   supporting  learners by building funds for learning Chapter 3 CURRENT SITUATION OF GOVERNENT POLICIES ON SOCIAL  NEED­ORIENTED TRAINING AT HIGHER EDUCATION  INSITUTIONS IN VIETNAM 3.1   social   need­oriented   training   at   higher   education   Institutions   in  Vietnam 3.1.1. Overview on higher education system in Vietnam 3.1.1.1. Features Higher education in Vietnam has been formed under the provisions in 2012  Law on Higher Education and some recent documents for its amendments 3.1.1.2. Development Higher education in Vietnam has gained some strong development in scale,  institution types, forms of training with a greater number of social resources for  development   and   better   meeting   social   demands   Therefore,   despite   some  limitations, higher education in Vietnam has positively contributed to the socio­ economic development for better national security, defence and international  integration 3.1.2  Current  Situation   of  Social   need­oriented   training   at   higher  education Institutions in Vietnam The analysis of primary and secondary data showed the level of meeting  social   demands   in   university   training   in   such   aspects   as   scale,   profession  structure and quality is rated at low or average. There is the imbalance between  the   university   training   service   capacity   and   social   demands   There   exists  redundancy in conditions but lack of capacity 3.2. Current Situation of Social need­oriented training at HEIs in Vietnam 3.2.1. Policies in training programs and enrolment targets based on social   Needs There   are   some   additional   requirements   for   university   training   to   meet  social   demands   in   accordance   with   the   mission   and   training   goals   of   each  university in regulations on university training programs and enrolment targets.  Universities  have     now  given greater autonomy in  developing  their  training  programs  and enrolment  targets.  However,  the  relevance  between enrolment  targets   and   social   demands   was   assessed   by   university   leaders   at   low   and  average   It   shows   some   limitations   in   State   policies   As   the   survey   results,  university   leaders   rated   the   relevance   and   effect   of   current   regulations   on  starting   training   majors,   recalling   training   major   decisions,   identifying  enrolment targets at average level 3.2.2. Policies on developing HEIs’ training capacity in Vietnam 3.2.2.1. Policies on state administration on HEIs State policies are implemented towards greater autonomy for universities  for their active functions with positive effect on university training for social  demands   However,   there   still   exist   some   limitations   in   policies   on   state  administration on universities. According to the survey on university leaders,  the relevance and effect of those policies in relation to university training for  social demands are rated low 3.2.2.2. Policies on training program development State policies on university training program development have facilitate  universities to better meet social demands. However, the training programs of  some universities have yet to reflect social demands. It is corresponding to the  assessment of university leaders. Training program development is one of the  important   indicators   showing   the   irrelevance   between   state   policies   and   the  requirements of universities to meet social demands 3.2.2.3. Policies on education personnel development Over   the   past   few   years,   under   the   State   policies,   university   education  personnel have developed in both quantity and quality. However, they have not  been able to fully implement university training for social demands. This indicator  shows   a   mismatch   between   state   policies   and   universities’   requirements   for  personnel to improve their capacity of training for social demands. According to  university leaders, the relevance and effect of state policies on university training  for social demands are rated from average to good.   3.2.2.4. Policies on HEIs finance, facilities and science and technology Investments in university education from state budget are still limited with  small   value,   irrelevant   allocation  and  shortcomings  in policies on  university  facilities such as land, credit, etc. leading to the mismatch between university  facilities   and   the   requirements   of   training   for   social   demands   Finance   for  science   and   technology   in   university   education   is   also   a   problem   with  unsuitable allocation of state budget. There have been some infeasible policies  on supporting science and technology for specific entities which regulates the  beneficiaries to satisfy relatively strict requirements. Therefore, these policies  have   not   had   positive   effect   on   universities   to   develop   their   science   and  technology conditions for training. In the context of stricter requirements for  state budget for higher education, the State has applied the policies of sharing  training   fees   between   learners,   the   State   and   related   institutions   to   improve  financial resources for universities to adjust the tuition, and grant the autonomy  to determine tuition for private sector. In the study, university leaders evaluate  policies on finance, facilities, science and technology and tuition fee at low  level in both the relevance and effect. Insufficient investment is also a reason  for limited capacity for university training for social demands.  3.2.2.5. Policies on university international cooperation In   addition   to   the   support   and   development   of   training   capacity   of  universities, international cooperation activities are still inadequate, especially  in   training   and   research,   even   problems   in   the   international   cooperation   in  training   The   results   of   international   cooperation   on   research   in   Vietnamese  universities are very modest and thus the contribution to the development of  training   capacity   and   university   training   for   social   demands   can   hardly   be  appreciated   It   shows   that   state   policies   on   international   cooperation   of  universities   have   not   really   been   relevant   with   positive   impact   on   the  development of training capacity and capacity for university training for social  demands in Vietnam as targeted 3.2.3. Policies on learners  Policies on credit, exemption, reduction of tuition fees for students have  recently enhanced the payment for education service users, i.e. students, thereby  ensuring   that   universities   have   revenues   from   tuition   fees   to   improve   their  financial capacity. However, according to the survey results, policies on credit,  tuition   exemption   and   reduction   for   learners   are   rated   by   the   leaders   of   the  universities  as  not   really high  with  different  points   Career  guidance  for the  learners has long been implemented with some specific results. However, it is  rated very low. The results of the survey indicate that among the policies on  learners, career guidance is rated “not very good” by the university leaders with  a   score   of   2.061;   Their   impact   is   assessed   as   “not   very   good”;   Learners’  satisfaction with state policies for career guidance is also at low level 3.2.4. Policies on cooperation between universities and employers  Besides the advantages, in general the cooperation between the employers  and universities in training is limited, which has greatly affected the university  training for social demands in Vietnam. The constraints in cooperation between  universities and employers are the important indicator for the inadequacy in the  relevance and impact of state policies. It is also consistent with the viewpoints  of several stakeholders collected from the survey 3.2.5. Policies on university accountability  University accountability by inspection The   accountability   by   inspection   has   revealed   some   violations   of  universities in performing their functions and tasks. However, the inspection  activities have not been relevant and effective to motivate university training for  social demands University accountability by accreditation There have been some shortcomings in accreditation criteria, number of  accredited   universities   and   training   programs   Universities   in  Vietnam  have  mainly   been   accredited   by   04   domestic   centers   for   education   accreditation.  Only few universities have been accredited by international organizations University accountability by disclosure Apart from some initial positive effect, disclosure policies on universities  have   not   been   suitable   and   effective   as   expected   to   improve   their   training  quality and training for social demands 3.3. General assessments  3.3.1. Achievements  Policies on university training for social demands in Vietnam have gained  following   achievements:  First,   the   state   policies   for   the   development   of  university training majors, and enrolment targets have been adjusted suitably;  Second, the state policies have been amended and supplemented to support and  promote universities to develop training capacity as well as capacity for training  for social demands;  Third, state policies are constantly improved, which has  been very supportive for learners universities to implement their training for  social demands;  Fourth, state policies have initially facilitated universities to  develop cooperation with employers, thereby developing university training for  social   demands;  Fifth,   the   state   policies   have   created   the   environment   and  conditions for universities to implement their accountability 3.3.2. Limitations  Policies on university training for social demands in  Vietnam  have still  faced some limitations as follows:  First, the State policies have not actually  ensured   universities   to   develop   their   training   majors,   determine   enrolment  targets in accordance with social demands; Second, state policies are not really  relevant and effective for universities to enhance their capacity for training for  social demands;  Third, state policies for learners have not generated positive  impact on universities to implement training for social demands;  Fourth, the  state   policies   on   cooperation   between   universities   and   employers   are   still  limited,   unsuitable   with   the   modest   effect   and   unable   to   create   a   favorable  environment for cooperation; Fifth, policies on accountability of universities are  also   inadequate,   and   ineffective   in   motivating   universities   to   better   perform  their functions Chapter 4 SOLUTIONS AND RECOMMENDATIONS ON IMPROVING  COMPLETION IN GOVERNMENT POLICIES ON SOCIAL NEED­ ORIENTED TRAINING AT HIGHER EDUCATION INSTITUTIONS IN  VIETNAM 4.1. Viewpoints and objectives of higher education development in Vietnam  4.1.1. Viewpoints on higher education development in Vietnam In   addition   to   some   certain   viewpoints   of   the   Party   and   the   State,   the  dissertation   proposes   a   general   viewpoint   on   the   development   of  Vietnam  higher   education   by   2025,   a   vision   to   2030   and   the   following   years.  Accordingly,   it   is   necessary   to   mobilize   more   resources   from   domestic   and  international stakeholders in order to develop a diverse system of education  with the participation of all stakeholders. The development of an educational  system   should   correspond   to   the   requirements   of   the   socialist­oriented  intellectual   economy   in   association   with   the   international   integration,   and  industrial revolutions 4.1.2. Objectives of higher education development in Vietnam Beside the major objectives stated in the documents of the Party and the  State,   the   dissertation   suggests   a   general   objective   for   the   development   of  Vietnam higher education by 2025, a vision to 2030 and the following years. It  is significant to develop a higher education system in which each university has  the capacity and conditions to better implement the training for social demands  in terms of scale, structure and quality associated with the certain context of  socio­economic development in Vietnam and the intensive integration into the  regional and world economy 4.2. Context, opportunities and challenges to higher education development  in Vietnam 4.2.1. Domestic and international context The dissertation analyses some developments in domestic and international  context which have effect on the higher education development and policies on  higher education, particularly policies on university training for social demands.  They   include   economic   and   education   globalization   and   international  integration; industrial revolutions; the development of information technology  and communication; the intellectual economy; the “reform” achievements in the  socio­economic development in Vietnam, etc 4.2.2. Opportunities and challenges The dissertation studies and presents issues as opportunities and challenges  to the development of higher education and policies on higher education, and  policies on university training for social demands in particular. They include  economic   and   education   globalization   and   international   integration;   the  development of information technology and communication; political system;  the socialist­oriented intellectual economy; the socio­economic development;  the planning and implementation of public policies; capacity of Vietnam higher  education system; social concerns, etc 4.3   Recommendations   on  Improving   completion   in   government   policies   on  social   need­oriented   training   at   higher   education   Institutions   in   Vietnam  by  2025, a vision to 2030 4.3.1   Policies   on   developing   training   majors   and   determining   enrolment   targets The   government   should   complete   the   policies   for   the   development   of  training majors, and determination of the enrolment targets according to the  following main contents:  First, expanding the autonomy of universities in the  development of the training majors; Second, supplementing criteria as the basis  for  the   development   of  training  majors,   and  determination  of  the   enrolment  targets   based   on   factors   associated   with   social   demands   in   the   university  training;  Third, assigning independent accreditation organizations to appraise  the development of training majors, and determination of the enrolment targets  in   addition   to   State   administration   agencies   (3)   Investigating   the   needs   for  human resources development, the employment situation of the graduates for  specific training majors;  Fourth, handling the violations of universities;  Fifth,  supplementing   regulations   on   investments   in   resources   for   inspecting   and  supervising   the   implementation   of   regulations   on   development   of   training  majors, and determination of the enrolment targets; Sixth, completing strategies  and   plans   on   the   socio­economic   development,   human   resources,   and  universities; Seventh, information system and forecasting demand for national,  industrial   and   local   human   resources;   realizing   the   objectives   stated   in   the  Scheme “Establishing information system and forecasting demand for national  human resources” under the Prime Minister's Decision No.601/QD­TTg dated  24/5/2012;  Eighth,   building   and   implementing   policies   on   customizing  university   training   for   specific   industries   and   occupations   prioritized   by   the  society and the State, especially for the non­state sector 4.3.2   Policies   on  enhancing  university   training   capacity  in  social   need­ oriented higher education The   State   needs   to   improve   the   policies   for   the   development   of   the  university capacity for training for social demands with such key elements as  follows: First, on the training programs, it is necessary to allow universities to  be   more   autonomous   in   their   program   development   as   well   as   supplement  conditions to promote universities to comply with the graduation standards and  training programs based on the social demands, the needs of the employers, the  need   for   human   resources   development   in   each   period;   build   the   national  occupational   skill   standards   in   collaboration   with   various   ministries   and  occupational associations;  Second, for the teaching staff, it is vital to expand  and raise the quality of selection and assignment of teachers for further study in  Vietnam  and   other   countries,   especially   for   affiliated   training   program   with  foreign partners. It is also necessary to improve the quality of postgraduate and  doctoral   programs   in   Vietnamese   universities,   so   as   to   raise   the   training  standards   to   the   world’s;   appraise   the   teaching   staff   returning   from   foreign  training programs; supplement the remuneration and rewards for the teaching  staff   based   on   key   performance   indicators;   adjust   the   policies   on   attracting  experts, lecturers and scientists from foreign countries, especially Vietnamese  or   overseas   Vietnamese;  Third,   on   financial   resources,   it   is   significant   to  increase investment and reform state budget investment for higher education by  schemes, projects, programs; policies on student credit and bidding for training,  scientific research, especially for high quality, specific majors, or universities  with   strong   potentials   in   science   and   technology   to   meet   the   national  requirements. Policies for bidding, ordering and decentralizing the state budget  for scientific research should be conducted in accordance with the principles of  competition, equality regardless of the types of institutions. It is important to  invest   in   science   and   technology   development   in   education   by   larger   state  budget and reform the allocation of the budget based on research results to  simplify the administrative procedures with negative impact. Tuition policies  need to be revised to enable university autonomy in determining tuition fees  associated  with their service  quality by increasing  or  eliminating  the  tuition  limit for the public universities; fourth, on the international cooperation, it is  advisable to improve policies to support and promote universities to develop the  international cooperation for their training for social demands. They are related  to   the   selection   and   assignment   of   teaching   staff   for   further   study,   the  recruitment   of   experts   and   scientists   from   abroad   to   work   in   Vietnamese  universities; the development of foreign language skills, especially English for  the teaching staff to facilitate universities to establish cooperative relations with  foreign partners in the implementation of the training and research functions. It  is   needed   to   establish   national   cooperation   mechanisms   with   countries   with  developed higher education and strengthen the supervision of the universities'  international cooperation activities to overcome the negative impacts 4.3.3. Policies on cooperation between universities and employers First,  it   is   vital   to   enhance   the   responsibility   of   universities   in   the  cooperation with employers in training by issuing more detailed regulations;  Second,  it   is   advised   to   specifically   regulate   the   duties   and   interests   of  enterprises and employers in particular in the cooperation for university training  for   social   demands;  Third,  it   is   necessary   to   make   policies   to   facilitate   the  development of business units in the universities;  Fourth,  policies should be  completed to create the business incubator with the proactive participation of  universities 4.3.4. Policies on state administration for greater university autonomy First,  it   is   vital   to   adapt   the   state   administration   policies   for   greater  university   autonomy   with   a   single   point   of   administration   for   universities  instead of the governing bodies. It is needed to support universities to exercise  their autonomy effectively and demand the governing bodies to build a specific  roadmap for the university autonomy. Second, regulations on university council  should be revised to ensure its role as an authorized body of the institution.  Third, it is important to define the state administration on universities 4.3.5. Policies on university accountability It is significant to improve policies on inspection in higher education, the  skills of inspectors; the policies on higher education accreditation in line with  the   context   in  Vietnam  and   the   standards   of   regional   and   international  accreditation   organizations;   policies   on   university   disclosure   by   specific  regulations and tools to ensure universities to effectively perform their major  functions, especially in training 4.3.6. Policies on learners First,  credit   policies   for   students   should   be   completed   by   restructuring  beneficiaries and increasing loan limits. Second, it is important to handle some  limitations   in   policies   on   tuition   reduction   and   exemption   as   well   as   grant  different types of scholarships  Third,  policies on career guidance need to be  oriented   towards   providing   sufficient   information   for   learners   to   understand  their skills and abilities for selecting the majors and institutions in accordance  with the needs of learners, employers and the market in the short, medium and  long term; communicating information on the job market, the socio­economic  development, the trends of occupation structure in the national economy; and  building the pre­recruitment training system to help the graduates to develop  their occupational skills in the practical environment 4.3.7   Improving   the   policy   making,   issuing   and   completing   the   policy­ making procedures  The   quality   of   policies   are   firstly   dependent   on   the   capacity   of   policy  makers   and   their   procedures   Therefore,   in   order   to   improve   the   quality   of  policies   on   university   training   for   social   demands,   it   is   vital   to   regularly  enhance   the   capacity   of   the   agencies   and   complete   the   policy­making  procedures 4.4. Recommendations 4.4.1. To National Assembly It is recommended to institutionalize current policies on higher education  development   by   collecting   ideas   and   approving   amended   “Law   on   Higher  education and “Law on Amendments and Supplements of Provisions in Law on  Higher   Education”   and   related   regulations,   i.e   an   additional   provision  regulating the rights and duties of enterprises and employers in the cooperation  with universities in Law on Higher Education. It is important to study the lesson  of   Malaysia,   build   and   issue   a   law   on   high­level   human   resource   use   tax  imposed   on   individuals   and   organizations   who   use   university   graduates   in  accordance with the context of Vietnam 4.4.2. To occupational associations In addition to the State  incentive  policies, associations need to develop  their functions and responsibilities as well as actively participate in supporting  universities to perform the training for social demands 4.4.3. To universities Universities   should   promote   the   autonomy   to   actively   improve   their  training capacity to fulfil state policies to better perform the training for social  demands   They   have   to   clearly   identify   the   necessity   of   training   for   social  demands as a key for their survival. It requires to establish their image and  reputation to ensure their sustainable development in training to meet social  demands CONCLUSION Higher education plays a decisive role in the development of high quality  human resources, in the context of the development of the intellectual economy  with   international   integration   For   the   higher   education   based   on   social  demands, universities, employers and the State, along with other stakeholders,  should have appropriate solutions and participation depending on their position  and   role   in   the   development   of   university   education   This   would   require   a  scientific ground for issues related to the development of university education,  the State policies for university training for social demands. However, through  the literature review, there is a lack of research on the theoretical background  and the practicality of state policies on university training for social demands.  This, therefore, is the research gap that the dissertation has filled in order to  build  a   scientific   basis   for  improving   the   policies   on   university  training  for  social demands in Vietnam The   dissertation   has   compiled   the   theoretical   background,   international  experiences on policies on university training for social demands, conducted  assessments on the situation of state policies. It found that the system of State  policies on university training for social demands in  Vietnam  has made some  contribution   to   the   development   of   higher   education   and   the   course   of  industrialization   and   modernization   as   well   as   the   intellectual   economy   in  association   with   the   international   integration   On   the   other   hand,   there   are  limitations in the State policies on university training for social demands, which  need to be further refined to support, promote and assure universities to better  perform   the   training   for   social   demands   State   policies   have   to   ensure   that  universities develop the training majors, identify the training scale and structure  in   line   with   the   social   demands;   develop   training   capacity   towards   social  demands; create a close link between universities and the employers in training;  and improve the international cooperation for the training for social demands.  In   the   process,   the   relevant   agencies   including   the   National   Assembly   and  occupational   associations   play   a   very   important   role,   but   primarily   the  universities ... CURRENT SITUATION? ?OF? ?GOVERNENT? ?POLICIES? ?ON? ?SOCIAL? ? NEED­ORIENTED? ?TRAINING? ?AT? ?HIGHER? ?EDUCATION? ? INSITUTIONS? ?IN? ?VIETNAM 3.1   social   need­oriented   training   at   higher   education   Institutions   in? ?... their functions Chapter 4 SOLUTIONS AND RECOMMENDATIONS? ?ON? ?IMPROVING? ? COMPLETION? ?IN? ?GOVERNMENT? ?POLICIES? ?ON? ?SOCIAL? ?NEED­ ORIENTED? ?TRAINING? ?AT? ?HIGHER? ?EDUCATION? ?INSTITUTIONS? ?IN? ? VIETNAM 4.1. Viewpoints and objectives? ?of? ?higher? ?education? ?development? ?in? ?Vietnam ... economic development for better national security, defence and international  integration 3.1.2  Current  Situation   of ? ?Social   need­oriented   training   at   higher? ? education? ?Institutions? ?in? ?Vietnam The analysis? ?of? ?primary and secondary data showed the level? ?of? ?meeting 

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