Vocational Training Structure Divided by Territory and Economic Region

About 33% of vocational students rated their professional knowledge as good or better:

51.5% have average knowledge;

+ Regarding practical skills, the evaluation levels are as follows: Fair and excellent: 29.4%

Average: 61.8 %

+ About independent working skills:

Fair and good: 20.6% Average: 52.9%

+ About problem solving analysis ability

Fair and good: 17.6% Average: 29.4%

+ About adaptability and self-regulation at work: Fair and good: 38.2%

Average: 41.2%

+ About team capacity

Fair and good: 55.9% Average: 35.3%

+ About industrial working style

Fair and good: 48.5% Average: 34.3%

+ About social communication skills

Fair and good: 32.3%

Average: 58.8%

Vocational training institutions have provided vocational training to help surplus laborers change jobs during the restructuring of state-owned enterprises. In rural areas, many people, after receiving vocational training and vocational training, have created jobs, established production facilities, opened farms, and increased income for themselves and their families. Technology transfer and vocational training for rural laborers have contributed to the shift in labor and economic structure. Vocational training and retraining in enterprises have helped workers access new technology and techniques, contributing to improving labor productivity, stabilizing jobs and income.

The quality of vocational training has been improved due to the increasingly better conditions for vocational training. In recent years, the State, provinces, cities, and sectors have increased investment in conditions to ensure the quality of vocational training. Specifically:

The strengthening and development of the vocational teaching staff has contributed to the quality of training. The number and quality of vocational teachers have increased significantly.

Regarding pedagogical qualifications, nearly 82% of teachers have level I and level II qualifications. The Prime Minister has decided to upgrade the Technical Pedagogical School to form a system of teacher training schools and improve the quality of the teaching staff. The professional qualifications of vocational teachers have been improved.

Training content and programs have been and are being developed and innovated to suit the changes in production techniques and technologies; facilities and vocational training equipment have been invested and upgraded. From 1997 to 2001, the state budget for basic construction investment for vocational training increased from 240 billion VND to 530 billion VND/year. Some schools have invested in modern vocational training equipment and advanced technology.

such as Vietnam - Korea Technical Workers School, Electrical Vocational Training School, Vietnam - Singapore Technical Training Center, Post and Telecommunications Technical Workers School, Quy Nhon Technical Workers School, District 5 Vocational Training Center, Industrial College IV, Hanoi Industrial College... have increasingly improved the quality of training.

In order to teach vocational skills with high quality, many emulation movements for good teaching and good learning are maintained such as the Excellent Teacher Competition, the Excellent Vocational Student Competition, the Golden Hand Competition at all levels are regularly organized. In 2000, the National Excellent Teacher Competition was successfully organized. In 1999, the first DIY Equipment Competition was successfully organized, helping vocational training institutions gain experience in creating teaching models and saving costs.

The quality of vocational training in some sectors such as post and telecommunications, aviation, oil and gas and some occupations in the mechanical and electronic sectors has met the requirements of businesses with modern production technology. The rate of students finding jobs or creating their own jobs after graduation is over 70%, in schools belonging to enterprises (Construction, Post and Telecommunications, Electricity, Garment sectors is over 90%).

- Training structure:

Vocational training aims to overcome the irrationality in human resource structure, creating opportunities for a large number of workers to be equipped with knowledge, skills, and professional techniques, and have the ability to absorb new technology to create jobs for themselves, proactively seek career opportunities to serve the cause of industrialization.

- modernization. The State has planned the vocational training network based on the socio-economic development strategy of the whole country, each industry, each economic region and

each locality to reasonably adjust the structure of occupations, levels, regions, expand the scale of training on the basis of ensuring quality, effective combination between vocational training and job creation, encourage non-public vocational training institutions, foreign-invested institutions, expand technical workers, professional staff at many levels, interconnection between occupations, vocational training levels.

To meet the needs of the labor market in the industrial, agricultural and service sectors, we have opened many vocational schools, vocational training centers and many new forms of vocational training, especially vocational training programs for farmers to improve their qualifications and skills. Focus on training in a number of high-tech occupations and high-quality services, especially in big cities, industrial parks, export processing zones, and some key industries such as information technology, telecommunications, precision mechanics, mechanics - electricity, electricity - electronics, aviation, petrochemicals, new materials, biotechnology and some industries with large labor demand such as textiles, footwear, aquaculture, vocational training to serve the cause of industrialization - modernization of agriculture, rural and mountainous development and labor export.

+ Structure of vocational training facilities by region: in general, vocational training facilities are distributed in all regions and localities nationwide. The region with the most facilities is the Red River Delta (accounting for 32% of facilities), followed by the Southeast region (26.5% of facilities). These are the two regions with the highest economic level because large cities and industrial zones are concentrated in these regions. The regions with the fewest facilities are the Northwest (0.68%) and the Central Highlands (0.85%).

Particularly for vocational schools, a network of schools has been formed nationwide, serving the vocational training needs of regions. Through data

The synthesis shows that although most provinces and cities have at least one vocational school, vocational schools are mainly distributed in key economic regions, such as the Red River Delta (nearly 31%), the Southeast region (37.56%). The number of vocational schools in the Red River Delta is 17.67 times larger than in the Northwest region and 13.25 times larger than in the Central Highlands region. The imbalance in the distribution of vocational schools between regions reflects the uneven economic development between regions. Even within each region, there is an uneven distribution of vocational schools. Vocational schools are mainly in large urban cities, while in rural areas the number of vocational schools is still small. For example, in the Red River Delta region, the number of vocational schools in Hanoi accounts for nearly 40% of the number of schools in the region. Or in the Southeast region, Ho Chi Minh City alone accounts for nearly 37% of the number of schools in the region...

Table 2.3. Vocational training structure divided by region and economic zone

key economic

Unit: %

Total	School DN	Central business center	High School - College vocational
Total	100.00	100.00	100.00	100.00
In there
Red River Delta	32.26	30.05	31.12	37.21
Northeast	12.99	12.68	10.84	12.79
Northwest	0.68	1.41	0.35
North Central Coast	12.14	6.75	18.18	5.81
South Central Coast	9.91	5.63	11.19	16.28
Central Highlands	0.85	0.94	0.70	1.16

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Southeast

26.50	3.56	19.58	20.93
Mekong Delta	6.67	5.16	8.04	5.81
According to economic triangles
Hanoi, Hai Phong, Quang Nam Ninh	23.59	22.07	23.08	30.23
Ho Chi Minh City, Dong Nai, Binh Duong	24.44	34.47	17.83	19.77

Source: General Department of Vocational Training

Up to now, all provinces/cities in the country have had vocational schools. Particularly for localities in the two key triangle areas, the proportion of concentrated vocational schools is quite high. In the northern key triangle (Hanoi, Hai Phong, Quang Ninh), the number of vocational schools accounts for nearly 23%, while in the southern key triangle (Ho Chi Minh City, Dong Nai, Binh Duong) this proportion is even higher.

The distribution of vocational training centers is similar to that of vocational schools. Most of the vocational training centers in the country are concentrated in the Red River Delta (over 30%) and the Southeast (nearly 20%). The Northwest region has a very small proportion of vocational training centers (0.35%). The Central Highlands region also accounts for less than 1%. The Southwest region has more vocational training centers than the Central Highlands, but the proportion is also insignificant (8,045).

According to incomplete statistics, there are currently 138 vocational high schools and colleges nationwide, of which 90 technical high schools and technical colleges participate in long-term vocational training with an average annual enrollment of about 30% of total long-term enrollment. These schools are mainly technical schools and are distributed similarly to vocational schools.

occupations, mainly concentrated in the Red River Delta (accounting for 37.21%) and the Southeast region (accounting for 21%), of which the most concentrated are in the two major cities of Hanoi and Ho Chi Minh City (Hanoi accounts for 16% of the whole country, 47.8% of the Red River Delta; in Ho Chi Minh City, the corresponding figures are 17.5% and 77.4%)

Colleges and vocational high schools participating in long-term vocational training are mostly public schools (accounting for 96.5%), of which schools belonging to ministries and branches account for 59.3% and schools belonging to localities account for 40.7%.

Thus, we can see that in cities, especially large cities such as Hanoi and Ho Chi Minh City, training facilities are developing strongly, attracting students and workers to participate in vocational training. However, most of these workers after graduation (including short-term training) do not return to work in their localities but look for jobs in the city. Meanwhile, many localities are very short of technical workers but have not attracted local workers. Policies to attract technical workers to work in their localities or lack appeal. This makes it difficult to develop the country's economy synchronously in all regions of the country. Therefore, the planning of training and vocational training networks by region and locality in the coming years needs to be balanced and widespread to ensure the labor supply needs of each region.

Table 2.4. Planned vocational training centers by 2010

Unit: Center

Target

2005

Year 2010

Training scale of the centers

vocational training

450,000

900,000

Number of vocational training centers	240	360
In there
2.1	Red River Delta	65	80
2.2	Northeast	25	50
2.3	Northwest	10	15
2.4	North Central Coast	30	45
2.5	South Central Coast	35	55
2.6	Central Highlands	10	15
2.7	Southeast	40	50
2.8	Mekong Delta	25	50

Source: General Department of Vocational Training

+ Training structure by training profession: In total 71 occupational groups recorded from vocational training institutions, there are 8 occupational groups with over 100 training institutions. Of which, there are 3 occupational groups with very high participation: cold profession (235 institutions), electrical engineering (317 institutions) and sewing (289 institutions). Besides, there are 31 occupational groups with less than 10 institutions nationwide participating in training and especially there are only 4 occupational groups with only 1 training institution: diving, automation, credit, and inspection.

As for vocational schools, there are only 61 vocational groups being trained, of which 2 vocational groups have over 100 schools participating in training. These are the electrical engineering vocational group with the highest number of training schools (117 schools) and the cold engineering vocational group (112 schools); there are 7 vocational groups with over 50 schools participating in training. Some vocational groups with many training schools are: iron engineering (87 schools), car driving (77 schools), construction engineering (66 schools) ...; there are 25 vocational groups with over 10 schools participating in training and there are 7 vocational groups with only 1 to 2 schools participating in training.

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