Competence-based Vocational Education and Training in Viet Nam: Input and Process towards Learning Outcomes

Abstract

Competence-based education and assessment is an innovative approach in vocational education and training (VET). Within this approach, competencies are often put in context, are situation specifically formulated, related to career perspectives and described by using performance standards set by the industry in which graduates find employment. When persons want to be recognized as being competent, they have to show evidence for this by demonstrating competent professional behaviour. The core of the competence approach in Viet Nam consists of the idea that a competent worker has the competence to effectively perform related tasks. Looking in more detail into the landscape of different VET standards reveals a variety of terminology, which sometimes may even appear confusing. This terminology includes, for instance, occupational, competence, skills, occupational skills and achievement standards. Another area of confusion is the relationship between learning outcomes and competencies which are the key components of occupational standards and qualifications frameworks. Confusion about these concepts in Viet Nam may be caused by the fact that the VET policy sector has not been closely linked to dominant VET theories, policy and practices around the world. This chapter reviews the implementation of competence-based vocational and professional education in Viet Nam. The chapter covers the whole range of issues regarding competence-based education, from its philosophy to its actual implementation. The scope of the chapter moves from educational innovation in the countries within the ASEAN Economy Community (AEC). The AEC has endorsed the ASEAN Qualifications Reference Framework (AQRF) since May 2015. The chapter also introduces some solutions to competence-based VET in Viet Nam: (1) moving towards a learning outcome approach is seen as the way forward, particularly regarding the procedures of learning outcomes-based curriculum development and the translation of competence standards into modules; (2) the process of developing performance assessment tools; and (3) competence-based assessment.