Phân tích các yếu tố ảnh hướng đến công tác dạy nghề việt nam một số giải pháp nhằm nâng cao chất lượng giai đoạn 2013 – 2020

THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines ANALYSIS OF FACTORS INFLUENCING TO VOCATIONAL EDUCATION TRAINING IN VIETNAM: IMPLICATION FOR IMPROVING ITS QUALITY PERIOD 2013 - 2020 A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban Quezon, Philippines In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor in Business Administration NGUYEN CHI TRUONG - BUSH August, 2013 ii BIOGRAPHICAL SKETCH The author was born in Hanoi capital City in 1972, Vietnam and spent his home land city He was raised by his parents, together with his four older sisters He was the youngest child He finished his elementary education with honors and graduated salutatorian in high school In November 1995, he obtained his University degree of Hanoi University of Technology in Mechano – Informatics Engineering technology In September 2001, he also graduated Bachelor of General Business Administration in National Economic University In May 2003, he obtained his Master in Development of Management (MDM) in Asian Institute of Management (AIM), Makati city, Metro Manila, the Philippines with Management Research Report title: “Expansion Strategy Of The Vocational Technical Education Project To Enhance Capacity Of The Viet Nam Vocational Technical Education And Training System” He started his career at Daewoo Plastics Engineering Ltd Company (Korea) at Hanoi in September 1995 and then, he has been continued his career at Kurihara – Thang Long Joinventure Ltd Company (Japan and Vietnam); High Technology Electrical Engineering Ltd Company (Singapore); and then Sumitomo Densetshu Corporation (Japan) from January 1996 to September 2000 as Heating Ventilation Air Conditioning (HVAC) engineer in Hanoi From September 2000 to 2006, he has worked at General Directorate of Vocational Training From January 2007 to June 2009, He also gained knowledge and experience in leadership and state management as the assistance to Vice Minister of Ministry of Labour, War Invalids and Social Affairs At present, he is Deputy Director, Department of Skills Development, General Directorate of Vocational Training His main assigned functions iii and duties are development of National Occupational Skills Standards and questions bank and also management of skills competitions He decided to take up Doctor in Business Administration (DBA) joined training by Thai Nguyen University (Vietnam) and Southern Luzon State University (Philippines) in 2010 He believed that gaining knowledge should be continuous and one should not be contented on earning a degree There are many ways to upgrade one‟s knowledge and skills Getting a formal education is only one of them He was named in the Dean‟s List for three years and earned his Doctor in Business Administration in 2013 He plays tennis and swimming to make himself fit and healthy He loves listening to alternative and pop music He believes that life is a journey Being successful is not reaching the top It is how you made the journey and reaching your dreams It is about relationship and helping other people realized their own dreams He has accepted his limitations and continues to discover his weaknesses For him, what is important is if reason ends, faith begins To be happy, live a life according to the teachings of Christ iv ACKNOWLEDGEMENT Acknowledgement is hereby given to the individuals who in some ways or another, made my DBA study more bearable and meaningful in the midst of academic pressures; and because of their presence and inspiring assistance, I was able to transcend my human weaknesses and was able to respond to the challenges of achieving creativity and success: To my highly respected Advisers: Dr Conrado L Abraham (SLSU), my first adviser who gave me the strength and the encouragement to believe in my capacities Taught me not to be afraid and to keep holding on and be steadfast in achieving my vision/mission He patiently “listened” to me in my “down” moments and guided me with his wisdom in the completion of my dissertation Dr Cecilia N Gascon (SLSU), Dr Tran Chi Thien (TNU), Dr Walberto A Cacaraan, DR Joanna Paula A Ellaga, Dr Nelly I Mendoza and Dr Eduardo T Bagtang, my panelists who made me see the beauty and meaning of sacrifice for greater cause, who gave me insightful, constructive comments to proceed with the dissertation in the right track Prof Dr Duong Duc Lan, my external panelist and experienced expert and also high ranking policy leader in the Vietnam Vocational Technical Education Training system as the Director General, General Directorate of Vocational Training who shared his valuable time in giving me insightful advises which are valuable in developing my dissertation framework v To all those kind and helpful individuals: All my Mentors/Professors in the DBA class who provided me with leadership and managerial skills combined with the “IQ and EQ” formations so that I can be one of those humble yet synergized souls who believe that the community and people-centered development is achievable in our midst My Colleagues from General Directorate of Vocational Training who helped me in the collection of data and information Staff for the International Center for Training (ICT), Thai Nguyen University and staff for University of Labour and Social Affairs for all the services they have extended to me especially with regards to facilitating my schedules, providing me the convenience and good environment for studying at their University My Classmates for the exciting and effective learning discussions on cases study and adding more value to my life during study in DBA class Special mention is for Do Thi Hoa, Nguyen Xuan Quang, Hoang Van Hung, Le Ngoc Quang, they never failed to support me at times of difficulty Nguyen Phuc Huong and Nguyen Xuan Ngoc (Ronaldo), Nguyen Xuan Phuc (Clinton) my usually roommates during study time at Thai Nguyen University for being good friends sharing with me my joys and sorrows, happiness and tiredness during the time studying in Hanoi and Thai Nguyen city My mother, my sisters and my friends and collaborative partners, who had always been with me and never ceased to support me through their patience vi My wife, Thu Hang, for her love, patience, and belief in his abilities; for her sacrifices and understanding of leaving our home every Saturday, Sunday and often come home late after official working time to attend the DBA class and study dissertation; for taking care of our home and our family; My daughter Huong Giang and my son Truong Son, for giving me the reason to finish this dissertation; for my smiles that brings energy and inspiration; Dedication This Dissertation is dedicated to the following that have been the source of my energy and strength and will always be remembered every time I look back to my study experience: To the Great and Loving Mother, all my sisters, my wife, my children who silently gave me the energy and strength to withstand the tests of the „unknown‟ and the entirely new and unique experiences during DBA study and complete dissertation vii LIST OF ABBREVIATIONS ADB Asia Development Bank ANOVA Analysis of Variance AQTF Australian Quality Training Framework BOG Board of Governors CPSISC Construction and Property services industry skills council CVET Continuous Education Training DEEWR Department of Education, employment and workforce relations DETB District Education and Technical Board DSD Development Skills Department GDP Gross Domestic Product GDVT General Directorate of Vocational Training IAC Industry Advisory Council ILO International Labour Organization ISC Industry Skills Council ITI Industrial Training Institutes IVET Initial Educational Training KCSE Kenya Certificate of Secondary Education KNEC Kenya National Examination Council KOICA Korean International Cooperation Agency KRIVET Korea institute of vocational education training MOET Ministry of Education and Training MOLISA Ministry of Labour, Invalids and Social Affairs MPE Master Plan on Education NOSAC National Occupational Skill Assessment Center NOSS National Occupational Skills Standard NOSTC National Occupational Skills Testing Centers NQF National Qualification Framework NQF National Qualification Framework NSDC National Skill Development Corporation viii NSSC National Skills Standards council NSTCS National Skills Testing and Certification System NSTMA National Skills Testing Management Agency NTIS National Training Information Service OLS Ordinary least squares OSD Occupational Skills Department RTO Registrated Trainng Organization SCOTESE Standing Council on Tertiary Education Skills and Employment SDF Skill Development Fund SPSS Statistical Package for Social Sciences SSC Sector Skills Council STC Skills Testing Center SWOT Strengths Weakness Opportunities Threats TAFE Technical and Further Education TEP Technical Education Program TESDA Technical Education and Skills Development Authority TIQET Totally Integrated Quality Education and Training UK United of Kingdom; UNEVOC: UNESCO – VOCational Education (International Centre for Technical and Vocational Education and Training) VET Vocational Education and Training VIF Variance inflation factor ix TABLE OF CONTENTS ACKNOWLEDGEMENT iv LIST OF ABBREVIATIONS vii ABSTRACT xii LIST OF TABLES xiii CHAPTER I INTRODUCTION Background of the Study Statement of the Problem Objectives of the Study Hypotheses of the Study Significance of the study Scope and limitation of the study Definition of terms CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES 12 Definition of VET 12 A VET classification 13 A classification of VET 13 Classifying VET benefits 15 Figure 1: Types of VET benefits 15 Theories of Job Satisfaction 18 Herzberg‟s Theory 18 Vroom‟s Theory 19 Factors affecting to vocational education programs 21 Attitudes towards Vocational Skill Acquisition 21 Relevance of Learning Resources in supporting Skill Acquisition 22 Courses offered at the Vocational education training Centers 23 Staff and Administration Development at Vocational education training Centers 25 Satisfaction with learning and jobs 27 Institutional related factors affecting acquisition 28 Students related factors affecting skill acquisition 30 Examination related factors affecting Skill acquisition 31 Teachers related factors affecting acquisition of skills 32 Theoretical framework 34 Conceptual Framework 35 CHAPTER III METHODOLOGY 36 Research Design 36 Research locale 37 Population and Sampling 37 Research Instrument 37 Data Gathering Procedure 38 x Statistical treatment 39 CHAPTER IV RESULTS AND DISCUSSION 41 Profile of respondents 41 Vocational education training issues 43 Individual characteristics 43 Qualifications of lecturers at the training facility 45 Physical facilities at the training facility 46 Management capacity at the training facility 48 Job opportunities 49 Information on labor market 51 Support policies on vocational education training 52 Hypothesis 54 Empirical results 55 Significant differences between respondents‟ perception when they are grouped according to their profile 58 Age 58 Gender 61 Marital status 63 Income 66 Educational level 69 Overall 71 VET system 73 Figure 2: Relation between General Education and VET in Vietnam 74 Challenges of the VET 75 Evaluating development of National Occupational Skills Standards and partnership of VET and enterprise in Vietnam 76 National Occupational Skills Standards 76 Status of NOSS in Vietnam 77 Certification System 79 SWOT Analysis of Certification Framework 81 NOSS, Certification system and engagement of industries in VET 83 Figure 3: Relations among NOSS, Certifications system and VET 85 Legal system and regulations 85 Comparison of Legislation Between Korea and Vietnam 86 SWOT Analysis of Legal System and Regulations 89 Experiences about industries engagement in VET in major countries in the world 92 Australia policy‟s framework for industry strongly engagement in VET 92 Industry Skills council model 93 Registered Training Organizations (RTOs) 95 Korea‟s Meister High Schools Model for industry engagement in VET 96 The Philippines policy‟s framework for industry strongly engagement in VET 99 133 directly participate in developing national skills standards and are members of Occupation Analyzing Sub Committee or of skills standards developing contracted agencies; d) Be responsible for the content, quality of national skills standards which are assigned to be developed; ®) Have to prepare document file for draft national skills standards appraisal, including: reports on developing process of national skills standards of the assigned occupation, draft national skills standards to be assigned to develop as defined in Article 12 and mediating outcome like: occupation analyzing chart, tasks analyzing cards as regulated in Article and 10 of this Regulation; e) Complete draft national skills standards upon the requirements of Appraisal Committee as defined in Item Article 15 of this Regulation (if applicable); g) Complete document file of national skills standards to submit to Minister of the hosting Ministry for consideration as regulated in item Article 16 of this Regulation Article Occupation Analyzing Study, collect information relating to relevant standards of the assigned occupation Select entreprises which should be surveyed manufacturing procedures, business procedures in order to serve for occupation analysis, task analysis and skills standards development Survey manufacturing procedures and business procedures at selected entreprises Analyze the occupation through seminars and analyze survey results in order to set up the occupation analyzing chart as shown in Annex I of this Regulation 134 Study, make reference to occupation analyzing charts of other countries (if applicable), ask for opinion of at least 30 experienced experts who don‟t take part in Occupation Analyzing Sub Committee or belong to skills standards developing contracted agencies about the chart being designed in compliance with item of this Article and complete the chart after receiving expert opinions Article 10 Task analysis Design task analysis cards as identified in Annex II of this Regulation for all tasks included in the occupation analyzing chart in order to analyze the following content: working step order; performance criteria as required by manufacturing or business; critical skills and essential knowledge; conditions of necessary tools, equipment and machineries to perform the work effectively Study, make reference to occupation analyzing charts of other countries (if applicable), ask for opinion of at least 30 experienced experts who don‟t take part in Occupation Analyzing Sub Committee or belong to skills standards developing contracted agencies about the task analysis card being designed in compliance with item of this Article and complete the card after receiving expert opinions Hold seminars to complete the task analysis card Participants of the seminar includes: members of Occupation Analyzing Sub Committee or those who participate directly in skills standards developing of contracted agencies; experienced experts of hosting Ministry which host the developing and issuing national skills standards; experienced experts of entreprises and offices, trade associations relating to the occupation to be developed national skills standards 135 Article 11 Develop list of tasks Based on the framework of each skills qualification level as defined in Article of this Regulation, select and arrange tasks of the occupation analyzing chart completed under item Article of this Regulation to make them be list of tasks by skills qualification levels following Annex III of this Regulation Ask for opinion of at least 30 experienced experts who don‟t take part in Occupation Analyzing Sub Committee or belong to skills standards developing contracted agencies about the list of tasks being designed in compliance with item of this Article and complete the card after receiving expert opinions Article 12 Compile national skills standards Based on task analysis card being completed under item Article 10, list of tasks being completed under Article 11 and structure of national skills standards as defined in Article of this Regulation, compile national skils standards following the skills standard format shown in Annex IV of this Regulation Ask for opinion of at least 30 experienced experts who don‟t take part in compiling national skills standards being developed as regulated in item of this Article and complete after receiving expert opinions Organize seminars to gather opinions about the national skills standards being compiled under item of this Article and then complete the draft of national skills standard and submit it to Developing Committee for final check before being appraised Participants of the seminar includes: experienced experts, representatives of labour state management offices at different levels, representatives of employers, employees, trade associations and entreprises, business organizations, research institutes, training schools, other offices and organizations relating to the occupation being developed national skills standard 136 Section Organizing appraisal and issuing national skills standard Article 13 National skills standard Appraisal Council National skills standard Appraisal Council for each occupation (hereinafter called Appraisal Council) is established by the Minister of the hosting Ministry to carry out works as regulated in Article 15 of this Regulation Organization structure of Appraisal Council encompasses: Chairman, Vice Chairman, Secretary and other members Number of members and composition of Appraisal Council are as follows: a) Number of members of Appraisal Council is from to people; b) Composition of Appraisal Council consists of participants who are nominated or introduced by representative offices of employers, employees, trade associations at central level and other offices but don‟t take part in the Developing Committee and Occupation Analyzing Sub Committee or national skills standard developing contracted agencies The Appraisal Council has at least 1/3 (one third) of members who are directly working at entreprises having the occupation being developed national skills standard Members of Appraisal Council must respond to one of the following criteria: a) Being an engineer or having university degree or higher, being prestigious and having at least years of experience in appraising; b) Having highest skills qualification level or equivalent of the appraised occupation; c) Other members who are doing managing tasks have university degree or higher, at least years of experience in organizing labour of the appraised occupation; 137 Working principles of Appraisal Council: a) Appraisal Council operates under the leadership of Chairman of Appraisal Council; b) Meeting session of Appraisal Council must have at least 2/3 (two third) members of Appraisal Council and have written minutes The minutes of Appraisal Council meeting must be signed by Chairman and Secretary of Appraisal Council c) Appraisal Council works in accordance with democratically centralized principle, each member of Appraisal Council publicly analyze and evaluate advantages and disadvantages of and ballot for evaluating skills standard draft which were submitted for appraisal using Evaluation Form of Annex V of this Regulation; d) The conclusion of Chairman of Appraisal Council must be based on the majority of Evaluation Form of members and be the official conclusion of Appraisal Council Any ideas which are different from the conclusion of Chairman of Appraisal Council will be recorded and reported to the hosting Minister Article 14 National skills standard appraising time and content After 15 working days since receiving documents file of national skills standard draft submitted for appraisal by Developing Committee, Minister of the hosting Ministry makes decision on the establishment of Appraisal Council as regulated in Article 13 of this Regulation After 15 working days since the Decision regarding the establishment of Appraisal Council comes into effect, Appraisal Council implements appraisal activities as defined in Article 15 of this Regulation National skills standard appraisal activities will focus on some following content: 138 a) Assess the correctiveness of procedures of developing national skills standard for the occupation which will be appraised as defined in Article 9, 10, 11 and 12 of this Regulation; b) Appraise the appropriateness of the structure and format of skills standard being developed as defined in Article and Annex IV of this Regulation; c) Appraise the quality of developed skills standards using the criteria clarified in Evaluation Form of Annex V of this Regulation Article 15 National skills standard appraising order Appraising national skills standard are carried out with the follwing steps: Step 1: preparation a) Appraisal Council prepares an appraisal plan and inform Developing Committee the appraising time, venue and content needed to be reported for Appraisal Council b) Developing Committee sends documents file of national skills standard draft as defined in Point ® Item Article of this Regulation to members of Appraisal Council for studying, preparing comments; c) Members of Appraisal Council study the documents, prepare comments in written clarifying advantages and disadvantages of the submitted national skills standard draft in order to make the basis for contributing ideas at the meeting of Appraisal Council and send written comments to the Chairman of Appraisal Council before the meeting Step 2: Appraisal a) Developing Committee delivers reports as required by Appraisal Council; b) Members of Appraisal Council discuss and publicly assess the submitted 139 national skills standard draft During the appraising meeting session, Developing Committee must give answers to any questions of members of Appraisal Council; c) Members of Appraisal Council ballot evaluation forms for the quality of the submitted national skills standard draft using three grades identified in the Evaluation Form of Annex V of this Regulation, including: meet the requirements and recommend for immediate issuance; meet the requirements but have to modify before recommending for issuance; not meet the requirements and have to re-develop d) Chairman of Appraisal Council summerizes evalutating ideas of members and makes conclusion about the quality of the submitted national skills standard draft Step 3: Appraisal report Chairman of Appraisal Council reports the Minister of hosting Ministry the appraisal results of submitted national skills standard draft (attached meeting minutes and written comments of members of Appraisal Council) and also send it to Developing Committee for considering and meeting the requirements of Appraisal Council Article 16 Issuing national skills standard After Appraisal Council assessed that the submitted national skills standard draft has met the requirements, Developing Committee will complete the documents file of national skills standard being assigned to develop and submit it to hosting Minister for approval then send it to Ministry of Labour, Invalids and Social Affairs for requesting an written agreement document Documents file of national skills standard consists of: Document of hosting Minister sent to Minister of Labour, Invalids and Social Affairs requests for an written 140 agreement document on the issuance of national skills standard, attached national skills standard draft and an appraisal report of Appraisal Council Based on the written agreement document of Minister of Labour, Invalids and Social Affairs, hosting Minister will make decision on the issuance of national skills standard to be united applied throughout the country National skills standards of all occupations issued by hosting Ministries must be sent to Ministry of Labour, Invalids and Social Affairs for monitoring and united managing Chapter III responsibilities of ministries in developing and issuing national skills standards Article 17 Responsibilities of Ministry of Labour, Invalids and Social Affairs Regulating principles, procedures and directing the developing and issuing national skills standards Unifying plans and assigning for hosting Ministries the development of national skills standard for each occupation and making written agreement document be basis for hosting Ministries to issue national skills standards for occupations after finishing appraisal as required Guiding and inspecting the developing and issuing national skills standards of Ministries Managing all national skills standards issued by Ministries 141 Article 18 Responsibilities of Ministries hosting the developing and issuing national skills standards Preparing plans of organizing developing and issuing national skills standards for occupations under management scope Hosting, coordinating with relevant offices and trade associations in organizing developing and issuing national skills standards for occupations clarified in the plan which is agreed with Ministry of Labour, Invalids and Social Affairs Directing, guiding and inspecting the developing and appraising national skills standards of assigned occupations Reporting on regular basis and upon the requirement of Ministry of Labour, Invalids and Social Affairs regarding the situation of organizing developing, appraising and issuing national skills standards of assigned occupations Manage all documents files relating to developing national skills standards of assigned occupations in order to recommend the updating, modifying, supplementing issued national skills standards to make them respond to changes of manufacturing, business and the requirements of regional and international integration For Minister Vice Minister Dam Huu Dac (signed and sealed) 142 QUESTIONAIRE The purposes of this questionnaire are to understand the aspirations of learners as well as identify perception of respondents as a basis for investigation and dissertation He / she please complete the questions bellows Please note there is no right or wrong answers, the answers have equal value and are kept secret absolutely Full name: ……………………………… …… Phone number: …………………………………… I Private information: You please let me know these information belows: Gender: Male  Female  Age: From 18 - 25  From 35 – 45  From 26- 35  Over 45  Married status: Unmarried  Married  Education level: High School  Vocational Education school  University, college  Average income/month: No income  < 1.5 million VND  < 1.5 million VND  Position: II Answer direction Manager  Learner  143 You please mark X in the box of your choice Values from to equivalent levels of agreement and satisfaction increased Significance values are as follows: Excellent Good Fair Poor Very Poor III Questionnaire Level of No Criterion(s) evaluation I Individual characteristics 1 He / she is learning that work in accordance with the conditions of ability and personal of his/her self 2 His or her family always facilitates apprenticed 3 He / she try studying vocational education and finding job 4 He / she optimistic about job opportunities while studying II Qualifications of lecturers at the training facility 1 Lecturers are qualified and enthusiastic work 2 Lecturers are always answered any questions of he / she 3 Lecturers of he / she as well, achieving high achievement in many industry trade test 4 He / she feel about qualifications of lecturers III Physical facilities at the training facility 1 The Central has got fully equipment to support the learning of 144 Level of No Criterion(s) evaluation he/she 2 Equipment of he learning / she modern 3 Temperature, light, noise in the center are consistent with the learning of he / she 4 Workplace of he/ she clean, cool and safe IV Management capacity at the training facility 1 Central have management policies to suitable learners 2 Management capacity about all aspects of the central are good 3 Central management of good lecturers 4 Central never happened stolen , equipment V Job opportunities 1 The central has policies to support employment for learners 5 leaving school 2 Good student have excellence achievements will be retained central 3 100% of the central's learners are have jobs after graduation 4 Central for strengthening links with the business of the employment problem of learners when they leaving school VI Information on labor market 1 The central continues to provide information on the labor market quickly and timely 2 Vocational training center on the needs of the market 145 Level of No Criterion(s) evaluation 3 Learners easily learn information about the labor needs of the business 4 Students feel satisfied with the information that central to provide VII Support policies on vocational training 1 The regime's policies of central are fit 2 Central always are facilitate for disadvantaged family at school 3 Center reduced tuition for students who have high academic achievement and family difficulties 4 Policy support of the central are fair If you have any recommendations, please write down here: ……………………………………………………………… ……………………………… … ……………………………………………………………………………………… … ……………………………………………………………………………………… Thank you and wish you a nice day ! 146 CURRICULUM VITAE I Personal Information Name: NGUYEN CHI TRUONG Birthday: 02nd Feb 1972 Birthplace: Hanoi, Vietnam Civil Status: Married Parents: Nguyen Chi Chinh (father) and Nguyen Thi Ty (mother) Spouse's name (if any): Tong Thi Thu Hang Children: Nguyen Huong Giang (daughter, born in 2007) and Nguyen Chi Truong Son (son, born in 2009), II Educational Qualification Year complete: School: 1995 Hanoi University of Technology Course: Engineer in Mechano-Informatics Engineering (1990 -1995) Year complete: School: Course: 2001 National Economic Unviersity, Hanoi, Vietnam Bachellor in General Business Administration (1998 – 2001) Year complete: School: Course: 2003 Asian Institute of Management (AIM), Makati city, Philippines Master in Development of Management (MDM) (2002 – 2003) III Civil service, eligibility and Government Licensure, Examination IV Experiences Year Employed: 1995 - 1996 147 Position: Mechanical maintainance engineer Agency Name and Address: Deawoo Electronics Plastics Enginering Joinventure Co Ldt in Hanoi, Vietnam Year Employed: 1996 - 1999 Position: Mechanical - Electrical Engineer Agency Name and Address: Kurihara – Thang Long Joinventure Co., Ltd.; High technology Electrical Co Ltd and Sumotomo Densetshu Asia Vietnam Co., all of those companies base in Hanoi, Vietnam Year Employed: 2000 – 2003 Position: Project officer Agency Name and Address: Vocational Technical Education Training Project, General Directorate of Vocational Training, 17 Nguyen Dinh Chieu, Hanoi, Vietnam Year Employed: 2003 – 2006 Position: Vocation Education Training Reseracher Agency Name and Address: Institute of Vocational Education Training, General Directorate of Vocational Training, 37B Nguyen Binh Khiem, Hanoi, Vietnam Year Employed: 2007 – 2009 Position: Deputy cheif of Secertariat, Ministrial office; Assistance to Vice Minister of Ministry of Labour, war Invalids and Social Affairs Agency Name and Address: Ministrial office, Ministry of Labour, war Invalids and Social Affairs; 12 Ngo Quyen street, Hoan Kiem district, Hanoi, Vietnam Year Employed: 2009 – present Position: Head of Skills Development Devision (2009), Head of Skills competition Devision (2010-2011) and Deputy Director of Skills Development Department Agency Name and Address: General Directorate of Vocational Training, 37B, Nguyen Binh Khiem street, Hai Ba Trung district, Hanoi, Vietnam ... requirement for socio – economic development in stage 2012 – 2020, Vietnam Government has approved a strategy for development of vocational education training stage 2012 – 2020, in which approved... Vietnam by 2013 78 Table 41: Vietnamese Legislation & Regulation on Certification System 86 Table 42: Major Contents of Legislation Regarding Certification System in Korea and Vietnam... program or curricular development to fit with social needs Towards 2020, Vietnam strategy for socio-economic development stage 2011 -2020 has formulated one of three pillars for socio-economic development