Firstly , the consolidation of vocational training levels into three levels: elementary, intermediate and college has institutionalized the content of Resolution No. 29-NQ/TW of the 8th Conference of the 11th Party Central Committee on fundamental and comprehensive innovation of education and training on "unifying the names of training levels" and "re-planning the network of vocational education and higher education institutions" as well as facilitating the planning of a system of training institutions for highly skilled human resources in the spirit of Directive No. 37-CT/TW of the Party Central Committee Secretariat dated June 6, 2014.
Second, the rearrangement of vocational training levels is based on the theoretical and practical basis of vocational training. According to scientific concepts, vocational training is understood as the process of technical and professional training after junior high school to help trained human resources have the ability to directly or indirectly participate in the production and service labor process. Vocational training has a very wide range of levels, from low levels such as short-term and elementary training to high levels such as university and postgraduate training, in which the higher the training level, the lower the level of direct participation in production and services of trained human resources.
With the goal of developing practical capacity and professional skills for learners, intermediate and college training levels (both professional and vocational) are classified by many countries in the world as vocational training levels to train technical and professional human resources directly involved in production and service activities.
In Vietnam, intermediate and college levels are currently divided into two parts managed by two ministries, in which the Ministry of Labor, War Invalids and Social Affairs manages the vocational training system with elementary vocational, intermediate vocational and college levels, while the Ministry of Education and Training manages the professional education system including intermediate vocational and college levels. Moreover, college is currently classified as a training level within higher education. Meanwhile, in essence, intermediate vocational training levels
Vocational and intermediate vocational schools, colleges and vocational colleges all conduct training in a practical-oriented manner and all focus on training vocational skills for learners to directly serve production and service activities.
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The separation in management, direction and general administration of intermediate and intermediate vocational training levels, colleges and vocational colleges as at present leads to the situation of dispersion and overlap in training organization as well as dispersion and waste in investment and allocation of resources for vocational education. Therefore, based on the practical situation, the unification of levels aims to overcome the above shortcomings on the one hand, create unity in the national education system; on the other hand, create favorable conditions for the recognition of equivalence between Vietnam and countries in the ASEAN region in particular and the world in general, meeting the requirements of international integration in vocational training.
Thus, the unification of training levels according to current legal regulations does not create legal conflicts but still ensures consistency in the legal system while meeting practical requirements.
Training organization
Training programs are implemented by year or by module or credit accumulation method. Vocational training establishments are autonomous and responsible for organizing and implementing training programs by year or by module or credit accumulation method depending on the conditions of the establishment, but must meet the quality assurance requirements as prescribed for each training program. Thus, unlike the past, vocational training organizations only had the training method by year, now training can be organized by 3 methods: training by year, training by module accumulation, training by credit accumulation. Adding the method of module accumulation, subjects and giving vocational training establishments autonomy in
The choice of vocational training method based on the year system or the method of cumulative modules and subjects to organize vocational training at vocational training institutions has brought positive results in the implementation of the law in practice. According to this training method, the vocational training system will be an open, flexible system, ensuring smooth connection between training levels in the same profession or with other professions or connection to higher levels in the national education system; learners are considered the center of the training process, learn according to their individual capacity, conditions and circumstances, can learn many contents at the same time and are recognized in the form of accumulated capacities; Learners can shorten or extend their study time depending entirely on their individual abilities, conditions, and circumstances. Learners can study more than one profession at the same time. Learning to master it and being recognized as a subject will lead to fundamental and comprehensive changes from philosophy to goals, training program content, training time, assessment methods, and most importantly, creating changes in training quality.
Furthermore, this regulation will save learners' time when they choose to study by accumulating modules and subjects. Thereby, it will save related costs for the shortened time period.
On the other hand, this regulation also meets the requirements of international integration in the field of vocational training, especially in the context of Vietnam joining the ASEAN community in 2016, because this is an advanced vocational training method, applied in many countries around the world, including many ASEAN countries.
About training time
According to current law, the training period for elementary level is from 03 months to less than 01 school year but must ensure a minimum actual study time of 300 hours for people with educational qualifications appropriate to the profession to be studied;
The training time for intermediate level according to the school year for those with a junior high school diploma or higher is from 01 to 02 years of study depending on the major or training profession; The training time for intermediate level according to the method of accumulating modules or credits is the time to accumulate enough modules or credits prescribed for each training program. Those with a junior high school diploma, if wishing to continue studying at the college level, must study and pass the required high school cultural volume.
The training period for college level according to the academic year is from 02 to 03 academic years depending on the major or training profession for those with a high school diploma; from 01 to 02 academic years depending on the major or training profession for those with a secondary school diploma in the same major or training profession and a high school diploma or have studied and passed the required amount of high school cultural knowledge. The training period for college level according to the method of accumulating modules or credits is the time to accumulate enough modules or credits for each training program for those with a high school diploma or have studied and passed the required amount of high school cultural knowledge.
Thus, the intermediate training time for junior high school graduates is from 1 to 2 years depending on the training profession (according to the old regulations, it is from 3 to 4 years because they have to study high school culture). This group is not required to study high school culture if they choose to study purely vocational skills, if they want to study in college or university, they only study culture. Studying high school culture is a condition for learners to be able to study in higher education (college, university) and this is the desire and aspiration of the majority of learners at the intermediate vocational level. In a survey by the General Department of Vocational Training on the intermediate vocational training time to create conditions for learners to achieve the basic goal of
have vocational skills to work. The survey results of 217 students who are junior high school students studying vocational intermediate level at 5 vocational training institutions show that if they study vocational intermediate level only to work (not to transfer to a higher level), they will choose to study primary vocational level instead of vocational intermediate level (accounting for 87.8%). On the other hand, the survey of opinions of 337 managers, teachers, business staff and experts shows that 85.3% of opinions agree with the plan to reduce vocational training time according to the year system of intermediate level for people with junior high school diploma from two to three years (reduced by one year compared to the provisions of the Law on Vocational Training 2006) .
For elementary level training, the previous regulation stipulated that the training period was from 3 months to less than 01 year, with no minimum number of hours. However, currently, the training period is from 03 months to less than 01 year, with a minimum study period of 300 hours. For the study period based on accumulated modules and credits, it is the time to accumulate enough modules and credits prescribed for each training program, regardless of the number of years of study. This helps learners to be proactive in the learning process, and can register for more credits to shorten the study period so that they can graduate and find a job sooner.
About the training program.
Recognizing the importance of developing vocational training programs, in the 5 years from 2007 to 2012, the Ministry of Labor, War Invalids and Social Affairs issued 03 legal documents on the list of training occupations (Decision 37/2008/QD-BLDTBXH dated April 16, 2008, Circular No. 17/2010/TT-BLDTBXH dated June 4, 2010 replacing Decision 37/2008/QD-BLDTBXH, Circular No. 11/2012/TT-BLDTBXH dated May 15, 2012) and 01 document regulating the framework program for intermediate vocational qualifications, the framework program for college vocational qualifications (Decision No. 58/2008/QD-BLDTBXH dated May 26, 2008) as a basis for vocational training institutions to develop vocational training programs. Ministry of Labor-
The Ministry of War Invalids and Social Affairs has coordinated with relevant ministries and branches to compile, approve and promulgate 195 sets of framework programs for vocational colleges and intermediate vocational schools connecting vocational training levels. The promulgated framework programs are linked to the requirements of production and business, designed to ensure connectivity between training levels, and serve as a basis for vocational training institutions to develop their own detailed vocational training programs. The development of vocational training programs has been innovated according to the world's advanced method (DACUM vocational analysis) with the participation of enterprises. Vocational training programs are built based on production practices; on the basis of analyzing the tasks and work of workers, designing training modules integrating theory and practice to replace the subject-based vocational training programs that are built separately between theory and practice. According to Decision No. 826/QD-LDTBXH dated July 7, 2011, the Ministry of Labor, War Invalids and Social Affairs has piloted the development and promulgation of 14 programs and textbooks for key national occupations; transferred and used 8 programs and textbooks at the regional and international levels. In addition, the Ministry of Labor, War Invalids and Social Affairs has developed an English program according to TOEIC standards and organized training and fostering for teachers of vocational secondary schools and vocational colleges to implement English teaching according to TOEIC standards since 2009; developed 96 elementary vocational programs to train rural workers. Thus, along with the development of a vocational training network as a basis for the establishment of vocational training centers, vocational secondary schools and vocational colleges, the development of vocational training programs is also a key task for the operation of the vocational training system with 3 training levels.
However, according to current law, the head of a vocational education facility is autonomous and responsible for organizing and managing the curriculum.
Develop or select and approve training programs for vocational education levels. For vocational training institutions with foreign investment, they are autonomous and responsible for developing and implementing training programs according to regulations of the Head of the central state management agency for vocational training. The Head of the central state management agency for vocational training prescribes the minimum amount of knowledge and capacity requirements that learners must achieve after graduation for each vocational training level; the process of developing, appraising and promulgating training programs for elementary, intermediate and college levels.
Thus, if previously, according to the provisions of the 2006 Law on Vocational Training, the Ministry of Labor, War Invalids and Social Affairs issued a framework program for each vocational training occupation at intermediate and college levels. On the basis of the framework program, vocational training institutions issued detailed vocational training programs, now, according to the provisions of current law, the State does not issue a framework program but assigns vocational training institutions to autonomously develop training programs. Vocational training institutions are autonomous in developing training programs based on vocational skill standards.
Above are some of the results achieved in perfecting policies and legal regulations on vocational training regarding training levels, training organizations,
Training time, training program in vocational training. New regulations
This not only meets the practical requirements of the vocational training sector but also completes the legal framework for vocational training activities according to current development and integration requirements.
2.1.2. Regarding enrollment and quality control of diplomas and certificates for vocational students
About admission work
g day
profession, level
Based on the provisions of the Law on Vocational Training and Decision No. 08/2007/QD-BLDTBXH dated March 26, 2007 of the Ministry of Labor - Invalids and Social Affairs on the promulgation of
In order to implement the Regulation on vocational training enrollment, the central ministries and branches with vocational training facilities and the local Departments of Labor, War Invalids and Social Affairs have guided, directed and urged vocational training facilities under their management to register for enrollment and organize annual vocational training enrollment. The scale and structure of vocational training have been expanded according to training levels and adjusted to the needs of the labor market and society. The scale of vocational training enrollment in 2011 reached more than 1.77 million students, an increase of about 1.3 times compared to 2006. From 2007 to the end of 2011, nearly 1.35 million people were newly recruited to study vocational colleges and intermediate vocational schools and more than 6.85 million people studied primary vocational training and regular vocational training (under 3 months); raising the rate of workers receiving vocational training in 2010 to 30%. Vocational training is gradually opened according to the actual needs of enterprises, gradually suitable for the development of occupations in production, business and services. The list of vocational training has been built based on the needs of the labor market. By May 2012, there was a list of 386 vocational training occupations at college level, 462 vocational training occupations at intermediate level. Vocational training has been implemented according to the needs of enterprises and vocational training for farmers associated with employment and job creation; piloting the State ordering vocational training with schools to provide labor through vocational training according to job positions, according to the requirements of economic groups and corporations; piloting vocational training for laborers in industrial crop growing areas. Implementing the National Target Program, the Ministry of Labor, War Invalids and Social Affairs issued Decision No. 826/QD-LDTBXH dated July 7, 2011 approving key occupations and schools selected key occupations for investment support. According to the plan, there are 26 international key occupations, 49 ASEAN key occupations and 107 national key occupations with synchronous investment in conditions of programs, curriculum, facilities, equipment and teachers to organize training. Training enrollment scale