Flexible training programmes to attract more trainees

Can you please introduce the TVET programme and its achievements so far?

The TVET programme, which is implemented by GIZ in cooperation with the Directorate of Vocational Education and Training (DVET), under MoLISA, aims to reform the TVET system in Vietnam. Selected TVET institutes are supported to become COEs and initiatives from the pilot programme will provide lesson learnt for multiplication to the entire system.

We cooperated with twelve TVET institutes throughout the country, including LILAMA2 International College of Technology (LILAMA2) and Vocational College of Machinery and Irrigation (VCMI) which are supported to become COEs. At VCMI, we also support the development of two new occupations: Electronics for Energy and Building Technology and Mechanics for Sanitary, Heating and Climate Technology.

Development advisors who are based at the colleges and short-term international experts provide advice and training to build the capacity of Vietnamese teachers and managers. Recently, we have finalised the training programmes for the two new occupations at VCMI and equipped the college with modern equipment for the practice-based training.

What do you think about Vietnam’s VET system?

In Vietnam, there are two levels of long-term vocational training: intermediate and college level and the permeability between the two levels is a right direction. Of course, after college trainees can transfer to university studies, though I think graduates from intermediate and college levels have already met the demand of the labour market.

Unfortunately, most of young people and their parents still prefer higher education over vocational training, which results in a low enrolment rate in TVET.

German VET system has made great achievements. Can you share some experiences that are relevant to Vietnam’s context?

In Germany,  students are oriented to vocational training early. By grade ten, most students will go to vocational schools and then continue to attend universities.

We suggest Vietnam focus on streaming among secondary school students to attract more and more young people to intermediate vocational training schools. To do this, firstly the training programmes should be effective and flexible for learners. For instance, we recently supported VCMI to design six training modules for the intermediate level. Ninth graders can attend this and after finishing intermediate level, they can continue with the remaining modules to reach the college level. Secondly, we should promote the image of TVET. Effective marketing communication methods are needed to encourage young people to enroll in vocational training after graduating from secondary schools. After graduating and joining the labour force, employees can also go to colleges and universities to continually improve their competencies.

Gender sensitive communication activities thus play an important role in raising public awareness about vocational education.

TVET Programme also supports Vietnam to participate in WorldSkills. What are the impacts of such skill competitions in improving TVET?

Firstly, skills competitions facilitate and motivate TVET colleges to reach international standards. Secondly, they help improve the image of TVET, thereby attracting more people to attend vocational training. Besides, skills competitions also provide learners with information about future job market insights and trends.

Which types of jobs will be in need in the future?

In recent years, Vietnam’s economy has developed very fast to meet international trend and demand. Jobs related to high technology, Industry 4.0, digital technology…will be popular. Such occupations as mechanics, electronics, CNC-metal cutting; occupations related to renewable energy like solar energy, wind energy or green occupations like sewage engineering…will be of high demand in the future.


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