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