1. SOME QUESTIONS ABOUT EDUCATION AND TRAINING CONCERNING THE LABOUR MARKET IN VIETNAM Dr. Nguyen Ba Can Deputy General Director Department of Facilitates Ministry of Education and Training, Vietnam

2. OUTLINE I. Overview Vietnam education and training system 1. Briefly Vietnam profile 2. Attainment of education and training sector 3. Policy and strategy by 2020 II. Issues of education and training concerning the labour market now 1. From education and training side 2. From labour market side 3. Main messages and directions for reform

3. BRIEFLY VIETNAM PROFILE  Land Area: 331,689 km2  GDP per capita (PPP): $3,300 (2011 est.)  GDP by sector (2011est.): agriculture: 22% industry: 40.3% services: 37.7%  Population below poverty line: 14.5% (2010 est.)  Labour force: 46.48 million (2011 est.)  Labour force by occupation (2011) : agriculture: 48% industry: 22.4% services: 29.6%

4. VIETNAM POPULATION  Total (2011 est.): 90,5 mils  Age structure:  Age structure: 0-14 years: 25.2% (male 11,945,354/female 10,868,610); 0-14 years: 25.2% (male 11,945,354/female 10,868,610); 15-64 years: 69.3% (male 31,301,879/female 31,419,306); 15-64 years: 69.3% (male 31,301,879/female 31,419,306); 65 years and over: 5.5% (male 1,921,652/female 3,092,589); 65 years and over: 5.5% (male 1,921,652/female 3,092,589);  Population growth rate (2011 est.): 1.077%

5. VIETNAM LABOUR FORCE (age of male 15-60; female 15-55)  Total (2010) : 56.7 mils (65.2% population);  Age structure: Age 15 -29:47.5%; Age 15 -29:47.5%; Male:49.52% Male:49.52% Female: 50.48% Female: 50.48% Urban:26.90% Urban:26.90% Rural:70.40% Rural:70.40%

7. ATTAINMENT OF EDUCATION  Literacy of population aged 15 and over increased from 87.3% in 1989 to 93.5% in 2009 and about 94.0% in 2010 ;

8. ATTAINMENT OF EDUCATION  Vietnam has achieved the Millennium Development Goals (MDGS) on education for all: Completed universalisation of PE in 2000 and LSE in 2010; Completed universalisation of PE in 2000 and LSE in 2010; Average schooling year of population aged 15 and older in 2010 around 9.6 years; Average schooling year of population aged 15 and older in 2010 around 9.6 years; Social equity in access to education, especially for ethnic minorities, children of poor families, girls and disadvantages, improved a lot Social equity in access to education, especially for ethnic minorities, children of poor families, girls and disadvantages, improved a lot

9. ATTAINMENT OF EDUCATION  Gross enrollment of TVET and tertiary education has experienced strong growth since 2005

10. VIETNAM EDUCATION AND TRAINING DEVELOPMENT POLICY   Implementing universalisation of primary and lower secondary education whole country;  ;  Ensuring learning need and long-life learning of all young people and adults; building a learning society;   Achieving gender equality;  and  Ensuring all vulnerable and disadvantaged children and children in difficult circumstances and ethnic minorities have access to and complete, free and compulsory basic education of quality

11. VIETNAM EDUCATION AND TRAINING DEVELOPMENT POLICY   Ensuring all young people and adults are met through equitable access to appropriate learning and life-skills programmes  and  Expand the network of TVET to meet the training needs of employees and towards universal vocational training to our youth   Promote cooperation between HE establishments and research organizations and enterprises.;

12. VIETNAM EDUCATION AND TRAINING DEVELOPMENT STRATEGY  Completing universal access to early childhood education for children 5 years of age in 2015;  Percentage of correct age in general education by 2020: primary level: 99% ; primary level: 99% ; Lower secondary level: 95%; Lower secondary level: 95%; Upper secondary and equivalent:80%; Upper secondary and equivalent:80%;  70% disability children in school by 2020.

13. VIETNAM EDUCATION AND TRAINING DEVELOPMENT STRATEGY BY 2020  New enrollment capacity of schools TVET, professional and universities about 30% total students completed LSE and equivalent levels;  Number of labourer trained TVET and tertiary about 70% of total labour force;  Number student of TVET and tertiary about 350 – 400 per 10.000 populations;  Comprehensive and fundamental renewing towards standardisation, modernisation, socialisation and international integration to strengthen the quality and efficiency of the system.

14. ISSUES OF EDUCATION AND LABOUR MARKET NOW  Poor outcomes: System is not synchronous, lack of integration among levels; System is not synchronous, lack of integration among levels; Low basic skills acquisition; Unequal access to education for poor, disabled and ethnic minority; children; School’s infrastructure and teaching aids are lack and out of date; School’s infrastructure and teaching aids are lack and out of date; Focus on narrow disciplinary; Focus on narrow disciplinary; 1. Education and training side

15.   Enrollment of TVET and tertiary education still too low

16.  Lack of training programs to equip students with the necessary qualities required of employers: Lack of suitability between the needs of businesses with program design Lack of suitability between the needs of businesses with program design Many teaching staff is not exposed to the work environment ; Many teaching staff is not exposed to the work environment ; Very few companies cooperate closely with TVET and institutions of tertiary education Very few companies cooperate closely with TVET and institutions of tertiary education Policy factors such as over-reliance on private tuition and u Policy factors such as over-reliance on private tuition and under investment…

17. 2. Labour market side  Lack of labour supply-demand information  No transparency of recruitment  High unemployment rate;  Incomplete legal system;

18.  Employees working mainly in agriculture and informal structure sectors with low productivity and high risk  Large separation between urban and rural, dynamic economic region and underdevelopment ;  Weak labour market governance ;  Wage determinant and salary inequality

19. LINKAGE EDUCATION AND TRAINING WITH LABOUR MARKET  Reforming levels of general education Revising curriculum, renewing teaching methods and assessment of the quality; Strengthening institutions; Reforming organisation; Development of teachers, managers and administrators

20. Increasing investment and funding finance; Expanding equity and ensure equality; Enlarging equity and equality; Expanding improving the efficiency of international cooperation;

21. LINKAGE EDUCATION AND TRAINING WITH LABOUR MARKET   Reform of higher education Improve quality of higher education and expand its size to attain a target of 350-400 students/10,000 people by 2020; Strengthen institution and renew administration and management ; Divide training programs into two categories of research and career application;

22. LINKAGE EDUCATION AND TRAINING WITH LABOUR MARKET Shift to a system of credit-based courses; Finalise the higher education quality assurance and accreditation system; Reach agreements on certification and degrees with other countries in the region and elsewhere; Establish international-class universities.

23. LINKAGE EDUCATION AND TRAINING WITH LABOUR MARKET  Reforming TVET Creating closely relationships and linkages between TVET and labour market on base of participation of enterprises; Creating closely relationships and linkages between TVET and labour market on base of participation of enterprises; Encouraging cooperate of enterprises with TVET institutions through offering of courses of self-training, re-training and training in job; Encouraging cooperate of enterprises with TVET institutions through offering of courses of self-training, re-training and training in job; Mobilising financial contribution of businesses and industries to support TVET Mobilising financial contribution of businesses and industries to support TVET

24. LINKAGE EDUCATION AND TRAINING WITH LABOUR MARKET Enterprise directly participate into development of teaching staff and curricular based on technical standards and skills; identification of job categories, design of training courses and assessment of students, etc... Enterprise directly participate into development of teaching staff and curricular based on technical standards and skills; identification of job categories, design of training courses and assessment of students, etc... Providing information on supply-demand of skill workers; notify requirement on qualification, quantity, ability and capacity of recruited employee to TVET institutions Providing information on supply-demand of skill workers; notify requirement on qualification, quantity, ability and capacity of recruited employee to TVET institutions; The government establishes the labour market information network to link training institutions with labour users in provinces and cities as well as the whole country The government establishes the labour market information network to link training institutions with labour users in provinces and cities as well as the whole country;

25. THANK YOU VERY MUCH FOR ATTENTION