Vietnam_Technical and Vocational Education and Training (TVET)

Technical and Vocational Education and Training (TVET) in Vietnam

Professional Education Department

1. Context of TVET

Over the last decade, the Vietnamese Government has persisted in the policy of renovation of the economy. The Government is deeply aware of the importance of human resources development (HRD) and makes great efforts to develop education and training. The reform of TVET is one of those efforts. The efforts made to TVET sector can be seen in almost all aspects such as curriculum development, teacher retraining, partnership strengthening between business and training institution, establishing qualification frameworks, accreditation, management systems, and co-operation with international TVET institutions. Socializing TVET and making its courses more relevant to the labor market are important policies of the reform of education. Although TVET system in Vietnam has gained preliminary success for a couple of years, there has been a long way to go with many pitfalls. It may not be able to overcome obstacles and difficulties in a short while, as it will require time, resources and efforts.

Before 1987, TVET system in Vietnam was developed with over 200 technical vocational colleges and 125 vocational schools. For many years, TVET system has trained and supplied hundreds of thousands of workers and technicians for the economy, which was controlled and planned by the central Government. At that time, there was mismatch between supply and demand of the labor force. Consequently, since the country has moved into the market-oriented economy, the TVET has exposed deficiency of skilled workers in a wide range of industries. The “products” of TVET could not meet demands of the economy. Skills and knowledge of TVET graduates have not been relevant to the needs of the labor market. Besides that, most young people have been reluctant to choose TVET because of poor training programs, which cannot be furthered to higher qualifications in universities and because of other cultural reasons. Added to those problems is the scarcity of resources which has made TVET system more difficult. There was a dramatic decrease in the number of students during the period before 1990, while enrollments into the university remarkably increased, leading to imbalance in the structure of the labor force, disparity between training trades, and resulted in relative redundancy of laborers. This period could be the crises of TVET. Thanks to “Doi moi” policy, the economy has gained the growth of about 7 per cent annually and TVET has shared its vitality and developed. Read more

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