Abstract
The main purpose of this study is to explore the parental perspectives of the vocational education and training (VET) sector in Vietnam. The data were collected from 32 parents in the Northern and Southern regions using six open-ended interview questions focussing on the vocational education training system. Several techniques, namely word repetitions, keywords in context, and similarities and differences were applied to discover the common emerging themes and sub-themes. The issues which corresponded with the six questions were (1) quality and types of VET input, (2) VET teachers’ ability, (3) facilities and equipment, (4) the relationship between VET providers and industries, (5) recognition of VET qualifications and (6) job potential. The results indicated two main positive and negative themes emerging in five of the issues, the exception being the relationship between VET providers and industries. The issue of job potential was evaluated positively by parents. However, the findings indicate wastage of trained manpower due to the weak relationship between VET providers and industries. The recommendations are that Government agencies should be more involved in the VET sector by providing teaching protocols and implementing policy concerning two-way collaboration between VET providers and enterprises, making the sector more attractive to parents, students, industries and other key stakeholders with the primary aim of changing perceptions of the VET sector positively.
Highlights
Vietnam aims to move from being a simple agricultural-based economy into a modern industrialized economy by 2020
In the second phase of the study a qualitative research methodology was adopted using an interview protocol involving six open ended questions exploring the parental perspectives of six issues, namely (1) quality of vocational education and training (VET) input; (2) VET teachers’ ability; (3) VET facilities and equipment; (4) linkages between VET providers and industries; (5) recognition of VET qualifications; and (6) job potential of the VET sector
There were issues describing the detailed aspects of the VET sector
Summary
Vietnam aims to move from being a simple agricultural-based economy into a modern industrialized economy by 2020. To achieve industrial nation status by 2020, the Vocational Education Law was passed by the Vietnamese Congress in 2006, identifying the VET system as an alternative education pathway to producing a skilled workforce. The establishment of a nationwide network of VET institutions demonstrates significant governmental efforts to promote skills-based education for Vietnam’s future generations. Recent statistics (GDVT, 2011) show that the VET network has 1,293 registered providers including 136 vocational colleges, 308 vocational secondary schools and 849 vocational training centres. From 2006 to 2011, VET providers produced over 1,300,000 skilled workers with training lasting typically between 12 and 36 months. In the period from 2006 to 2011, a further 7,000,000 workers were produced during short-term vocational training courses lasting between 3 and 12 months. In 2010, the GDVT (2011) reported that employment rates in the welding, automotive, and electrical divisions were approximately 90%. In the technical fields such as electrical, welding, computing and mechanics, vocational graduates were paid 10% more than academic graduates
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