1
INTRODUCTION
1. Reasons for choosing dissertation topic
In Vietnam, the vocational education system plays a very
important role in training human resources to meet the socioeconomic development needs of the country. In order for vocational
education to fulfill that role, it is necessary to have a qualified
vocational education institution with high quality and reasonable
structure, in terms of both facilities and educational staff,
membership, program, content and geographic distribution. However,
the current structure of vocational education institutions is not
reasonable, so it is necessary to restructure vocational education
institutions to meet the requirements of developing a socialistoriented market economy and national integration. The 115 th Project
of the Ministry of Labor, War Invalids and Social Affairs has
specified: Rearranging and reorganizing vocational education
institutions in an open and flexible direction, meeting the needs of
workers through vocational training. Ministries, branches and
localities in each period, give priority to the development of highquality schools approaching the level of ASEAN-4 countries,
developed countries in the G20 group and vocational education
institutions for sectors and occupations, specific object.
Ho Chi Minh City is the largest economic center in the
country. Therefore, vocational education of Ho Chi Minh City not
only serves the needs of labor training in the city but also for the
South and the whole country. Recognizing the position and role of
vocational education in human resource development to meet the
requirements of socio-economic development and international
integration. Over the past years, the Party Committee and the
government of Ho Chi Minh City have issued many guidelines and
policies, and implemented synchronous measures to promote the
restructuring of vocational education institutions. With the right
policy in the restructuring of vocational education institutions, the
city has achieved many very positive achievements such as: industry

structure, training field has been adjusted to increase the high-quality
key industry and minimizing traditional professions and occupations
with few students enrolled; the organizational model and
management mechanism for vocational education institutions has


2
been gradually improved, in the direction of reducing public schools,
central management, and increasing non-public managed locally; to
restructure the enrollment scale, career guidance, training association
for vocational education institutions step by step meeting the needs of
the labor market; restructuring programs, content, teachers,
administrators are implemented seriously, closely with quality; The
structure of investment in financial resources has been changed
towards increasing, modern facilities and techniques to meet training
needs. As a result, it has changed fundamentally and
comprehensively in terms of management mechanism, organizational
model, profession and training field, facilities and techniques to meet
the requirements of the labor market. and the city's socio-economic
development needs.
However, the process of restructuring vocational education
institutions of Ho Chi Minh City still has shortcomings such as:
Restructuring occupations and training fields in vocational education
institutions overlapping, failing to meet the needs of socio-economic
development; the enrollment scale restructuring remains imbalanced,
the work of career guidance and joint training remains limited and
has not met the set requirements; restructuring programs, content,
teachers, administrators still have many shortcomings; restructuring
of financial resources, technical facilities has not yet achieved the set
target; The geographical distribution of vocational education

institutions is not reasonable.
From a theoretical perspective, the restructuring of
vocational education institutions is a new issue related to and
impacting many fields, so it has attracted the attention of many
scientists from many angles, different ranges. However, up to now,
there has not been a research study fully and systematically on the
restructuring of vocational education institutions of Ho Chi Minh
City in terms of economic and political science. Therefore, the
author chooses the topic: "Restructuring vocational education
institutions of Ho Chi Minh City" to study within the framework of
a doctoral thesis specializing in Political Economy.
2. Research purposes and tasks
Research purpose


3
Clarifying theoretical and practical bases of restructuring
vocational education institutions of Ho Chi Minh City; on that basis,
proposing objectives, perspectives and solutions to accelerate the
restructuring of vocational education institutions of Ho Chi Minh
City in the coming time.
Research tasks

- Overview of domestic and foreign research related to
the dissertation, thereby, identifying scientific gaps
that the dissertation needs to focus on.
- Clarifying the theoretical basis for the restructuring
of vocational education institutions of Ho Chi Minh
City and surveying the experience of some localities
in the country on the restructuring of vocational

education institutions to draw experiences for Ho Chi
Minh City.
- Evaluating the current situation of the restructuring
of vocational education institutions in Ho Chi Minh
City, point out the causes of the city, limit and
generalize the problems that need to be solved in the
restructuring of vocational education institutions of
Ho Chi Minh City.
- Proposing objectives, perspectives and solutions to
restructure vocational education institutions of Ho Chi
Minh City in the coming time.

3. Subjects and scope of reasearch
Subjects of reasearch: Restructuring vocational
education institutions.
Scope of reasearch:
- Scope of content: Under the approach of the major of
political economy, the thesis studies the restructuring process of
vocational education institutions of Ho Chi Minh City on the
following contents: (1) restructuring occupations and fields. training
sector; (2) restructuring organization model, management


4
mechanism; (3) restructuring enrollment, career guidance, training
association; (4) restructuring curriculum, content, teachers and
administrators (5) restructuring of financial resources, facilities,
technology, geography of educational institutions vocational
education.
- Scope of time: The dissertation researches on the

restructuring of vocational education institutions under the
management of Ho Chi Minh City.
- The scope of time: The dissertation focuses on analyzing and
evaluating the current situation of the restructuring of vocational
education institutions in Ho Chi Minh City from 2014 to 2019.
4. Methodology and research methods
Theorical basis
The dissertation is based on the theory of MarxismLeninism, Ho Chi Minh's thought, the Party's lines and views on
human resource development, education and training
development, and vocational education.4. Methodology and
research methods
* Practical basis: The topic is based on documents and
data published by the central authorities and Ho Chi Minh City; at
the same time inherit the research results of the published scientific
works related to the restructuring of vocational education
institutions.
Research methods
Based on the methodology of Marxism - Leninism, the
dissertation uses a combination of specific research methods of
specialized and interdisciplinary science, focusing on logical,
historical, analytical methods; synthesis, comparison, practical
review, sociological investigation and expert methods.
5. New contributions of the dissertation
- Showing the concept and content of the restructuring of
vocational education institutions of Ho Chi Minh City under the
perspective of political economic science; research the experience
of restructuring vocational education institutions of some localities
in the country and draw experiences for Ho Chi Minh City.
- Outline of issues raised from the restructuring of
vocational education institutions in Ho Chi Minh City in recent

years.


5
- Identify goals and propose feasible solutions to accelerate
the restructuring of vocational education institutions of Ho Chi
Minh City in the coming time.
6. Significances of the dissertation
Theoretical significance: The research results of the thesis
contribute to deepening and enriching theoretical and practical issues
about the restructuring of vocational education institutions of Ho Chi
Minh City.
Practical significance: The research results can be used as a
reference for Ho Chi Minh City's vocational education institutions and
institutions in policy making; making teaching materials for political
economy, human resource economics; in scientific research, teaching
and learning on issues related to vocational education institutions and
restructuring vocational education institutions.
7. Structure of the dissertaion
The dissertation includes introduction, four chapters (11
periods), conclusions, list of scientific works of the author related to
the dissertation, list of references and appendices.
Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. The oversea scientific research works related to
dissertation
1.1.1. Research works related to vocational education
Trên thế giới đã có nhiều cơng trình nghiên cứu ngồi nước
liên quan đến giáo dục nghề nghiệp, trong đó tiêu biểu là:

Gilles Laflamme (1993), Vocational Training - International
perspectives; Dustmann, Christian, Fitzenberger, Bernd, Machin, Steve
(2007), The Economics of Education and Training”; George S.
Mouzakitis (2010), The role of education and vocational training in
economic development; Cisco (2010), Global trends in vocational
education and training; Roland Vstoodley (2011), Accrediting
Occupational Training Programs; Pilz và Matthias (2012), The Future
of Vocational Education and Training in a Changing World”; Vladimir
Gasskoov (2014), Managing vocational training systems; Pilz,


6
Matthias (2017), Vocational Education and Training in Times of
Economic Crisis - Lessons from Around the World”.
1.1.2. The research works related to the restructuring of
vocational education institutions
Glenn M., Mary Jo Blahnaetal (2008), A Competency Based
model for developing human resource professionals; International
perspectives Australia (2009), Quality indicators in vocational
education and training. International perspectives; Arlianti R
(2010), Management of a VTET Institution; European Commission
(2010), Education and Training 2010; European Centre for the
Development of Vocational Training – CEDEFOP (2011), Quality
management recommendation for vocational education and training
International perspectives (2011), Quality management systems for
education and training providers; Richard Noonan (2012), Managing
TVET to Meet labor Market Demand; UNEVOC (2015), The
Engineering of Vocational and Teaching Training”.
1.2. The scientific works in Vietnam related to
dissertation

In recent years, there have been many works, topics and
articles of many domestic authors researching related to vocational
education and restructuring of vocational education institutions,
typically:
1.2.1. Research works related to vocational education
Pham Minh Hac (1996), Human problem in the
industrialization and modernization of the country; Do Minh Cuong
and Mac Van Tien (2004), Development of technical labor in
Vietnam - Theory and practice; Tran Khanh Duc (2005), Human
resource training quality accreditation and management according
to ISO & TQM; Nguyen Viet Su (2005), Vocational education problems and solutions; Nguyen Duc Tri, (2005) Vocational
education - Some theoretical and practical issues; Le Thi Ngan
(2005), Improving the quality of human resources in accessing
knowledge economy in Vietnam; Institute for Human Studies
(2006), State-level Science and Technology Program KX-05,
Development of culture, people and human resources in the period
of industrialization and modernization ”; Nguyen Van Anh (2008),
Training coordination between vocational institutions and
enterprises in industrial zones; Phan Chinh Thuc (2009), Vocational


7
training development solutions to contribute to meeting the human
resource needs for industrialization and modernization ”; Nguyen
Loc (2010), Basic theoretical issues on human resource
development in Vietnam; Group of authors Nguyen Duc Giang,
Ngo Thanh Binh, Nguyen Quoc Thin, Nguyen The Dan, Do The
Hung, Nguyen Minh Duong, Nguyen Duc Tri, Phan Chi Thanh, Vu
Duc Minh, Nguyen Hong Minh (2012), “Renovating management
school management of vocational education in the process of

international integration ”; Phan Van Nhan (2013), Vocational
education in the market economy and international integration;
Nguyen Minh Duong (2015), Vocational Education Vietnam on the
way of development and international integration; Phan Van Nhan,
Nguyen Loc, Ngo Anh Tuan (2016), Scientific basis of vocational
education; Le Thi Thanh Tra, Pham Thi Thanh Thuy (2018), Some
solutions for state management of education in the current socialistoriented market economy in our country.
1.2.2. The research works related to the restructuring of
vocational education institutions
Nguyen Duc Tri, (2009), Some adjustments to the structure
of the vocational education system of our country in the process of
international integration; Vocational Science Research Institute,
Ministerial-level Scientific Project (2010), Solutions to building
the relationship between training institutions and production and
business establishments to link training and employers” ; Vietnam
Institute of Educational Science, Ministry-level scientific topic
(2011), Vocational training situation to meet business needs in the
current context”; Dao Thi Thanh Thuy (2012), Management
training technical human resources to meet the needs of
developing industrial zones in the central region; Vu Xuan Hung
(2015), Renewing the training system and qualifications in the
vocational education law; Pham Do Nhat Tien (2020), Vocational
education in the context of industrial revolution 4.0.
1.3. Overview of research results of published scientific
works related to dissertation and issues that need to be solved
1.3.1. Outline the results of the published scientific work


8
On the basis of an overview of overseas and domestic

research related to the thesis topic, the general evaluation of research
results of the review works:
Firstly, in a number of works mentioned the process of
development, the role of vocational education in socio-economic
development, factors and conditions for vocational education
development. .
Secondly, a number of works mention vocational education
development, planning or restructuring the network of vocational
education institutions to meet the needs of socio-economic
development.
Thirdly, there are a number of works that mention aspects of
planning, restructuring the vocational education system in our
country, analyzing the current situation, the causes of the current
situation and proposing views and solutions for development. ,
perfecting vocational education institutions.
Through an overview of scientific works, it can be seen that
domestic and foreign authors studying vocational education mention
and analyze aspects, aspects, slices or only a part of the research
object. Research is to restructure vocational education, without
placing the research object in a whole body to have a systematic,
specialized and specific research, thereby giving out theoretical
problems. and basic practices in the restructuring of vocational
education institutions in Ho Chi Minh City. Therefore, the thesis
topic done by the graduate student does not coincide with the
scientific works published.
1.3.2. The issues that dissertation to be solved
On the basis of an overview of relevant researches,
identifying the scientific gaps that the dissertation needs to focus
on are:
Firstly, What is the restructuring of vocational education

institutions in Ho Chi Minh City? What is the restructuring of
vocational education institutions in Ho Chi Minh City? Are there
any factors influencing the restructuring of vocational education
institutions in Ho Chi Minh City? What lessons can be drawn for
Ho Chi Minh City from the research on the experiences of
localities in the country on the restructuring of vocational
education institutions?


9
Secondly, what achievements and limitations have there
been in the restructuring of vocational training institutions in Ho
Chi Minh City in recent years? What is the cause of that limited
achievement? From the current situation of the restructuring of
vocational training institutions in Ho Chi Minh City, what are the
problems that need to be solved?
Thirdly, in order to promote the restructuring of vocational
education institutions of Ho Chi Minh City in the coming time,
what basic views and basic solutions should be grasped?
Accordingly, in order to resolve the contradictions that the
restructuring process of vocational education institutions of Ho
Chi Minh City sets out, the thesis focuses on identifying the
guiding points and directions to accelerate this process.
Conclusion of Chapter 1
Restructuring vocational education institutions in general
and the restructuring of vocational education institutions of Ho
Chi Minh City are a big topic area, attracting the attention of
scientists and managers. at home, abroad and a large number of
social media to participate in the discussion. Many works
mentioned general theoretical issues about the restructuring of

vocational institutions such as conception, content, role ... Some
projects both at home and abroad have focused on analysis. The
current situation of vocational education institutions restructuring,
on that basis, offers solutions to promote the restructuring process.
However, up to now, there has not been any scientific work that
has been systematically and comprehensively solved in terms of
economic and political science about the restructuring of
vocational education institutions in Ho Chi Minh City. Therefore,
the dissertation topic is not duplicated with published scientific
works.
From systematizing, analyzing, researching documents,
domestic and foreign research, the graduate student has partly
clarified the main research results of typical research related to
Thesis topic, which can selectively inherit contents. At the same
time, it is also clear that the scientific gaps that the dissertation
needs to focus on are: The dissertation clarifies the theoretical
basis of restructuring vocational education institutions, assessing


10
the status of the restructuring of institutions. Ho Chi Minh City
Department of Vocational Education, proposing goals,
perspectives and solutions to restructure vocational education
institutions of Ho Chi Minh City in the coming time.
Chapter 2
THE BASIC THEORY OF THEORETICAL AND PRACTICAL
ISSUES OF RESTRUCTURING PROFESSIONAL EDUCATION
INSTITUTIONS OF HO CHI MINH CITY AND EXPERIENCE
2.1. General issues on vocational education and
restructuring of vocational education institutions

2.1.1. Concepts, characteristics and role of vocational
education
2.1.1.1. Career education concept
Vocational education is a learning level of the national
education system aimed at training elementary, intermediate, college
and other vocational training programs for workers, which are
conducted according to the The two forms are formal training and
regular training.
2.1.1.2. Vocational education characteristics
Firstly, vocational education is a part of the national education
system that includes training at vocational colleges, vocational
secondary schools and elementary vocational schools.
Secondly, vocational education is diversified in occupations,
directly affected by the needs of socio-economic development and the
job market.
Thirdly, vocational education is managed by many clues, from
many levels, with different contents and programs.
Fourthly, vocational education is highly socialized, attracting
the State, enterprises and investment institutions.


11

2.1.1.3. The role of vocational education
Firstly, vocational education contributes to human
resource training, improving people's knowledge, fostering talents,
meeting the direct human resource needs for the country's
industrialization and modernization.
Secondly, vocational education meets the needs of the
labor market and creates jobs.

Thirdly, vocational education contributes to the economic
restructuring of the country.
Fourthly, vocational education contributes to the training
of competency in professional practice and ethical education for
learners.
2.1.2. Vocational education institutions and restructuring
vocational education institutions
* Vocational education institution
Currently vocational education institutions are organized in the
following types:
Firstly, a public vocational education institution is a stateowned vocational education institution invested by the State and built
in facilities;
Secondly, private vocational education institutions are
vocational education institutions owned by social organizations,
socio-professional organizations, private economic organizations or
individuals, by organizations. social organizations, socio-professional
organizations, private economic organizations or individuals
investing and building material foundations;
Thirdly, foreign-invested vocational training institutions
include vocational education institutions with 100% foreign capital; a
joint venture vocational training institution between a domestic
investor and a foreign investor.
* Restructuring vocational education institutions
Restructuring vocational education institutions is the sum of
activities of subjects on the basis of awareness, applying objective
rules to adjust and rearrange the profession and training fields;
organizational model, management mechanism; enrollment scale,
career guidance, training association; programs, content and
contingent of teachers and administrators; financial resources,



12
material foundations, techniques and geographical location of the
vocational training institutions according to the requirements of the
labor market, meeting the needs of socio-economic development.
Restructuring goals of vocational education institutions:
Improving the quality and efficiency of vocational education
institutions, making a fundamental and comprehensive change in the
management mechanism, the organizational model occupations and
training domains, meeting the requirements of the labor market and
meeting the needs of socio-economic development.
Restructuring subjects of vocational training institutions include:
the Communist Party of Vietnam, the National Assembly, the
Government, directly the Ministry of Labor, War Invalids and Social
Affairs, the Ministry of Education and Training, the General Department
of Vocational Education. Karma; relevant ministerial-level agencies,
People's Councils and People's Committees at all levels, schools,
vocational training centers and trainees, vocational education
management apparatuses at all levels from the central to local levels.
Phuong.
Restructuring contents of vocational education institutions
include: restructuring of occupations and training domains;
organizational model, management mechanism, human resources;
enrollment scale, career guidance, training association; program,
content; the contingent of teachers and administrators; financial
resources, facilities, and technology and the geographic distribution of
vocational education institutions.
Restructuring method of vocational education institutions: It is
implemented on the basis of the subject of restructuring the perception
of guest economic laws to affect the restructuring process in order to

achieve the proposed goals. out.
2.2. Conception, content and factors affecting the
restructuring of vocational education institutions in Ho Chi Minh
City
2.2.1. The concept of restructuring vocational education
institutions in Ho Chi Minh City
Restructuring vocational education institutions of Ho Chi
Minh City is the sum of activities of actors on the basis of perception,
applying objective economic laws to adjust and rearrange the
industry. occupation, field of training; organizational model,


13
management mechanism; enrollment scale, career guidance, training
association; program, content; the contingent of teachers and
administrators; financial resources, physical and technical
foundations and geographical distribution of vocational training
institutions according to the requirements of the labor market,
meeting the needs of socio-economic development and industrial and
modernization of the City.
The purpose of restructuring vocational education institutions
of Ho Chi Minh City is to improve the quality and efficiency of
vocational education institutions to meet the increasing requirements
of the labor market, creating jobs for workers; contribute to shifting
the labor structure, the economic structure to serve the strategic goals
of socio-economic development of the city.
The subjects conducting the restructuring process of
vocational education institutions in Ho Chi Minh City are diverse,
each with different roles, positions and modes of impact. Based on
the research scope of the topic, identify the subjects of restructuring

vocational education institutions of Ho Chi Minh City, including City
Party Committee, People's Council, People's Committee and
functional agencies. of Ho Chi Minh City.
The method of restructuring vocational education institutions
of Ho Chi Minh City is done on the basis of the subject of
restructuring the perception of objective economic laws affecting the
restructuring process in order to achieve the the target has been set. In
that process, the subjective action of the restructuring subject plays
an important role.
2.2.2. Contents of the restructuring of vocational education
institutions in Ho Chi Minh City

Firstly, the restructuring of professions and training
fields
Secondly, restructure the organizational model, the
vocational education institution management
mechanism.
Thirdly, restructuring enrollment, career guidance,
training association.


14

Fourthly, to restructure the curriculum, content, the
contingent of teachers and administrators.
Fifthly, restructure financial resources, facilities,
technology and distribution of vocational education
institutions by geographic area.
2.2.3. Factors affecting the restructuring of vocational
education institutions in Ho Chi Minh City

* Group of objective factors
Firstly, the Party's undertakings and lines, the State's policies
and laws on the development strategy in general and the restructuring
of vocational education in particular.
Secondly, the change of growth model, economic
restructuring and the demand for human resources of the labor
market in the world and in the country.
Thirdly, globalization, international integration, knowledge
economy development and the fourth industrial revolution.
* Group of subjective factors
Firstly, the undertakings, mechanisms and policies for the
restructuring of vocational education institutions of the Party
Committee and the People's Committee of Ho Chi Minh City.
Secondly, the awareness, responsibility and capacity of the
leading agencies and management of vocational education
institutions in Ho Chi Minh City.
Thirdly, the inherent inadequacies and weaknesses that
cannot be immediately overcome by vocational education institutions
in Ho Chi Minh City.
2.3. Experience on restructuring vocational education
institutions of some localities and lessons learned for Ho Chi
Minh City
2.3.1. Experience in restructuring vocational education
institutions in some localities
2.3.1.1. Experience in restructuring vocational education
institutions of Hanoi City
From the success of the restructuring of vocational education


15

institutions of Hanoi, some of the following experiences are left:
Firstly, the shift from investing in breadth to head with depth
has a focus on a number of vocational education institutions.
Secondly, to attach importance to planning and building a
contingent of teachers and administrators to meet the restructuring
requirements of vocational education institutions.
Thirdly, there are many correct measures to restructure
training programs, content and methods in vocational education
institutions.
Fourthly, to gradually reduce the city investment in parallel
with promoting the socialization of vocational education
development, improving the efficiency in cooperation between
vocational education institutions and enterprises.
2.3.1.2. Experience in restructuring vocational education
institutions of Hai Phong city
From the success of the restructuring of vocational education
institutions of Hai Phong city, there are some experiences as follows:
Firstly, to attach importance to linking the planning and
plans on restructuring human resources trained in vocational
education institutions with the city's economic restructuring planning.
Secondly, strongly and synchronously restructure programs,
content and invest in facilities in vocational education institutions.
Thirdly, restructure the management mechanism towards
improving the efficiency of state management in parallel with
enhancing the autonomy of vocational education institutions.
2.3.1.3. Experience in restructuring vocational education
institutions of Da Nang City
From the successes of restructuring vocational education
institutions of Da Nang City, there are some experiences as follows:
Firstly, linking curriculum and content restructuring with

perfecting textbooks and teaching materials.
Secondly, restructure the contingent of teachers and
administrators, restructure training facilities and equipment in the
direction of standardization and modernization.
Thirdly, restructure investment resources towards promoting
socialization of vocational education.
Fourthly, to restructure training in the direction of
strengthening the link between vocational education institutions and


16
businesses, and strengthening international cooperation in the field of
vocational education.
2.3.2. Lessons learned about restructuring vocational
education institutions for Ho Chi Minh City
Firstly, the restructuring of occupations, fields and training
programs has been carried out synchronously with capacity
building, the qualifications of the contingent of teachers and
administrators.
Secondly, continue to synchronously restructure the
organizational model and management mechanism to improve the
effectiveness and efficiency of state management while enhancing
the autonomy of vocational education institutions.
Thirdly, strongly restructure financial resources, facilities,
technology and teaching facilities
Fourthly, romote the restructuring of training links in the
direction of strengthening the link between vocational education
institutions with businesses and international cooperation in
vocational education.
Conclusion chapter 2

Restructuring vocational education institutions of Ho Chi
Minh City is the sum of activities of actors on the basis of perception,
applying objective economic laws to adjust and rearrange the
industry, occupation, field of training; organizational model,
management mechanism; enrollment scale, career guidance, training
association; programs, contents, teachers, administrators; financial
resources, facilities, techniques and geographic distribution of
vocational education institutions according to the requirements of the
labor market, meeting the needs of socio-economic development of
the City. The contents include: restructuring the training profession;
restructuring organization model, management mechanism;
restructuring enrollment, career guidance, training association;
restructuring programs, content, testing, monitoring, teachers and
administrators; restructure financial resources, facilities and
techniques and geographically distribute vocational education
institutions.
From the experience of restructuring vocational education
institutions in some cities, learn lessons for Ho Chi Minh City:


17
Restructuring occupations, fields, training programs, conducted
synchronously. With capacity building, the qualifications of teachers
and administrators; continue to synchronously restructure the
organizational model and management mechanism to both improve
the effectiveness and efficiency of state management while enhancing
the autonomy of vocational education institutions; strong
restructuring of financial resources, material foundations, techniques
and teaching equipment; promote the restructuring of training links in
the direction of strengthening the link between vocational education

institutions with businesses and international cooperation in
vocational education.
Chapter 3
THE PRACTICAL SITUATION OF VOCATIONAL
EDUCATION INSTITUTIONS OF HO CHI MINH CITY
3.1. Outline of the vocational education institution
system and the achievements and limitations in the restructuring
of vocational education institutions in Ho Chi Minh City
3.1.1. An overview of the vocational education system of
Ho Chi Minh City
3.1.1.1. Number, geographical distribution and functions
of vocational education institutions in Ho Chi Minh City
3.1.1.2. Governing body, teaching staff, administrators and
enrollment size
3.1.2. Achievements in the restructuring of vocational
education institutions of Ho Chi Minh City
3.1.2.1. The structure of occupations and training fields has been
adjusted to increase key occupations, high-quality spearhead,
minimizing traditional occupations and occupations with few
students enrolled.
3.1.2.2. The organizational model and management mechanism for
vocational education institutions has been gradually improved,
towards reducing public schools, central management, and
increasing non-public managed locally.
3.1.2.3. To restructure the enrollment scale, career guidance,
training association for vocational education institutions step by step
to meet the needs of the labor market


18

3.1.2.4. Restructuring programs, content, teachers, administrators
are implemented seriously, closely with quality.
3.1.2.5. Investment structure of financial resources changes towards
increasing trend, modern facilities and techniques meet training
needs.
3.1.3. Limitations in the restructuring of vocational education
institutions in Ho Chi Minh City
3.1.3.1. Vocational restructuring, training fields in vocational
education institutions are overlapping, not meeting the needs of socioeconomic development.
3.1.3.2. Restructuring the organizational model and
management mechanism still has many shortcomings, is slow to
innovate, and the efficiency is not high
3.1.3.3. Enrollment scale restructuring is still imbalanced,
career guidance and training association are still limited, not meeting
the restructuring requirements.
3.1.3.4. Restructuring programs, content, solving for a
contingent of teachers and administrators after restructuring, there are
still many shortcomings
3.1.3.5. Restructuring financial resources, technical facilities
has not yet reached the set target.
3.2. Causes of achievements, shortcomings and a number
of issues that need to be addressed in the restructuring of
vocational education institutions in Ho Chi Minh City
3.2.1. The causes of the achievements, the limitations in the
restructuring of vocational education institutions of Ho Chi Minh
City
3.2.1.1. Cause of achievement
* Objective reasons
Firstly, the positive effects of the scientific and technological
revolution, the knowledge economy on the restructuring of vocational

education institutions.
Secondly, the views and policies of our Party and State on
human resource development, development and restructuring of
education and training, vocational education.
Thirdly, the leadership and direction of the Party, the
National Assembly, the Government and ministries, departments and


19
branches of the Central Government towards the restructuring of
vocational education.
* Subjective reasons
Firstly, the leadership and direction of Ho Chi Minh City's
party committees, authorities, authorities, departments at all levels
are concerned with the restructuring of vocational education
institutions.
Secondly, to promote well the role of coordinating
organizations, forces and vocational education institutions themselves
in the restructuring of vocational education institutions.
Thirdly, vocational education institutions themselves have
always been active and proactive in formulating plans and programs
to promote restructuring of vocational education institutions.
* Subjective reasons
Firstly, the leadership and direction of Ho Chi Minh City's party
committees, authorities, authorities, departments at all levels in the
restructuring of vocational education institutions.
Secondly, to promote well the role of coordinating organizations,
forces and vocational education institutions themselves in the restructuring
of vocational education institutions.
Thirdly, vocational education institutions themselves have always

been active and proactive in formulating plans and programs to promote
restructuring of vocational education institutions.
3.2.1.2. The cause of the restriction
* Objective reasons
Firstly, the scale, occupations and fields of training are
increasingly expanding while the organizational model and
management mechanism lacks synchronization and consistency,
causing difficulties for restructuring.
Secondly, the system of State legal documents related to the
restructuring of vocational training institutions is inconsistent and
has not kept pace with the reality of vocational education
development.
* Subjective reasons
Firstly, the awareness and responsibility of a number of
levels, sectors, localities and vocational education institutions in the
restructuring of vocational training institutions are inadequate and
have not brought into full play the sense of responsibility.


20
Secondly, the leadership, management, administration and
coordination among a number of agencies and functional forces of
the city are not high and ineffective.
Thirdly, management mechanisms, policies and investment
in the restructuring of vocational education institutions of Ho Chi
Minh City are inadequate, unbalanced in the restructuring of
vocational education institutions.
3.2.2. Some issues that need to be addressed in the
restructuring of vocational education institutions in Ho Chi Minh
City

3.2.2.1. Settlement of contradictions between the requirements
for restructuring of vocational education institutions in terms of
sizes, occupations, domains and quality and the organizational
model and management mechanism of vocational education
institutions
3.2.2.2. Resolving conflicts between ensuring the synchrony
and timely mechanisms and policies with the reality of restructuring
vocational education institutions of Ho Chi Minh City
3.2.2.3. Resolving the conflict between the request for
restructuring of vocational education institutions of Ho Chi Minh
City and the limited capacity and qualifications of managerial staff
of vocational education institutions
3.2.2.4. Resolving conflicts between restructuring occupations
and training domains and the response to physical and technical
foundations in vocational education institutions of Ho Chi Minh City
Conclusion chapter 3
With the close direction of the Central Government, related
ministries, branches of the City and vocational education institutions
themselves, the restructuring process has achieved important initial
achievements such as: , professions and fields of training have been
expanded; organizational model, management mechanism is
increasingly perfect; career guidance and enrollment have developed;
management staff, teachers are balanced and reasonable; financial
resources, material and technical facilities are interested in investing.
However, the restructuring of vocational education institutions of the Ho
Chi Minh still exists limitations in occupations, fields, organizational
model, management mechanism ... The advantages and disadvantages
include the original. objective and subjective personnel.



21
From the current situation of the restructuring of vocational
education institutions of the City, there are many issues that need to be
addressed such as: Resolving the conflict between ensuring the
consistency and timeliness of mechanisms and policies with reality see
off the restructuring of vocational education institutions; between the
development of the scale, the profession, the domain and the quality of
vocational education with the organizational model and management
mechanism of vocational education institutions; between the
restructuring of vocational education institutions of Ho Chi Minh City
with the capacity and qualifications of the contingent of management
staff in the restructuring of vocational education institutions; between the
expansion of careers and training fields and the facilities and technical
foundations of vocational education institutions of Ho Chi Minh City.
Chapter 4
OBJECTIVES, VIEWPOINTS AND SOLUTIONS FOR
RESTRUCTURING PROFESSIONAL EDUCATION
INSTITUTIONS OF
HO CHI MINH CITY IN THE COMING TIME

4.1. The goal of restructuring vocational
education institutions in Ho Chi Minh City in the
coming time
4.1.1. Bases for determining the objectives of
restructuring vocational education institutions of Ho
Chi Minh City
4.1.1.1. Legal grounds
Resolution No. 19-NQ / TW dated October 25, 2017 of the 6th
Conference of the XII Central Executive Committee on continuing to
renew the organization and management system, improving the

quality and efficiency of operations of public service agencies.
Resolution No. 08 / NQ-CP dated January 24, 2018 of the
Government on the Government's Action Program, Resolution No. 19
NQ / TW dated October 25, 2017 of the 6th Conference of the
Central Executive Committee Course XII on continuing to renew the
organizational and management system, improving the quality and
efficiency of operations of public non-business units.


22
Project No. 115 / TTr-LĐTBXH dated August 15, 2019 of the
Ministry of Labor - Invalids and Social Affairs on rearranging and
reorganizing the system of vocational education institutions by 2030.
4.1.1.2. Practical basis
By 2019, the city will have 554 vocational education institutions,
including: 52 colleges, 64 intermediate schools, 82 vocational education
centers, 356 institutions with vocational education activities. The network
of vocational education institutions is widely developed in all districts;
diverse in types, training levels and operating models. However, the
distribution of the vocational education institution system is spread,
overlapping, the quality is not uniform, the organization model and the
management mechanism are inadequate, the profession and the training
field are still imbalanced. ; program and content are spread out,
inconsistent; career guidance, enrollment is still limited; the contingent of
teachers and administrators still has many shortcomings; lack of financial
resources and technical facilities. Many schools offer the same vocational
training in the same area, many vocational education institutions fail to
meet the standards and the quality of operation is low.
4.1.2. Mục tiêu tái cơ cấu các cơ sở giáo dục nghề nghiệp
của thành phố Hồ Chí Minh

* Mục tiêu tổng quát
Sắp xếp, tổ chức lại cơ sở giáo dục nghề nghiệp theo hướng
mở và linh hoạt, đáp ứng nhu cầu nhân lực của thị trường sức lao
động, bảo đảm quy mô, cơ cấu, hợp lý về ngành nghề, trình độ đào
tạo, bảo đảm việc học tập suốt đời, góp phần hình thành đội ngũ lao
động có trình độ chun mơn kỹ thuật và kỹ năng mềm; gắn kết chặt
chẽ đào tạo nghề nghiệp với thị trường sức lao động, việc làm bền
vững và an sinh xã hội.
4.1.2. The target of restructuring vocational education institutions
in Ho Chi Minh City
* Overall objectives
Rearrange and reorganize vocational education institutions in an
open and flexible direction, meeting the human resource needs of the
labor market, ensuring the scale, structure, and reasonableness of
occupations and training levels ensuring lifelong learning,
contributing to the formation of a workforce with technical expertise
and soft skills; closely link career training with the labor market,
sustainable jobs and social security.


23
* Detail goal
First, the size of the vocational education institution
Second, the vocational education institution's location
Third, the size of the contingent of vocational education
institutions
Fourth, the size of enrollment in vocational education
institutions
Fifth, facilities and budget of vocational training institutions
4.2. Viewpoint of restructuring vocational education

institutions in Ho Chi Minh City
4.2.1. The restructuring of vocational education
institutions of Ho Chi Minh City must be included in the overall
restructuring of vocational education institutions of the country
and meet the demand for human resources for socio-economic
development of the city.
This is the guiding viewpoint that needs to be thoroughly
understood at all levels, all branches, all forces and throughout the
process of restructuring the vocational education institution of Ho
Chi Minh City. According to the above point of view, the City needs
to fulfill the following requirements:
Firstly, the formulation of schemes, programs and plans on
restructuring vocational education institutions must be based on the
restructuring of vocational education institutions nationwide.
Secondly, based on the demand for human resources for
socio-economic development to promptly adjust and supplement the
content, programs, occupations, training fields, quantity, quality,
and muscle distribution. vocational education department.
Thirdly, rearrange the network of vocational training
institutions on the basis of a long-term plan on human resource
development for socio-economic development of Ho Chi Minh City
4.2.2. Restructuring vocational education
institutions must aim at improving the overall
quality and efficiency of operations as the key
task.
This is a guiding view throughout the entire process of
restructuring vocational education institutions of the City. Thorough
understanding of this point of view should fulfill the following
requirements:



24
Firstly, to really attach importance to the focus on improving
the quality of vocational education institutions in the restructuring
process.
Secondly, to prioritize investment in improving the quality of
training in key occupations with high quality, comprehensive
training of skills and professional ethics.
Thirdly, in the process of restructuring, it is necessary to
attach importance to improving the quality of accreditation and
evaluation of the quality of education in vocational education
institutions.
4.2.3. Restructuring vocational education institutions must
be conducted in a comprehensive, but focused and key manner in
each period.
This is a guiding viewpoint to ensure a comprehensive
restructuring of vocational institutions is carried out. Thorough
understanding of this point of view should fulfill the following
basic requirements:
Firstly, to raise awareness for all actors regarding the
development of projects and plans to restructure vocational
education institutions of the City.
Secondly, perfecting the
management
mechanism,
organization and apparatus in the restructuring of vocational
education institutions of Ho Chi Minh City should be respected and
one step ahead.
Thirdly, in parallel with the renewal of programs and
materials, it is necessary to foster to improve the qualifications of

suitable teachers for each subject on the basis of the vocational
educators' standards.
Fourthly, encourage investment in the development of
vocational education institutions for specific industries, occupations
and subjects.
4.2.4. Restructuring vocational education institutions must
ensure the interests of administrators, teachers, employees and
learners.


25
This is a point of view that plays an important role in the
process

of

reorganizing

vocational

education

institutions,

contributing to ensuring the efficiency and quality of the restructuring
of vocational education institutions. To implement the above point of
view, the Ho Chi Minh City needs to fulfill the following
requirements:
Firstly, to restructure in the direction of increasingly perfecting
policies for the contingent of teachers in vocational education

institutions.
Secondly, perfecting policies for learners and enhancing the
quality of management staff at vocational education institutions.
Thirdly, complete policies to encourage investment in modern
facilities and technical equipment to meet training programs and
contents in the restructuring process.
4.3. Solutions to restructure vocational education
institutions of Ho Chi Minh City in the coming time
4.3.1. Strengthen the leadership of the party committees
and authorities at all levels in Ho Chi Minh City and the
ownership of vocational education institutions in the process of
restructuring vocational education institutions
This is a decisive solution that needs to be taken during
the restructuring of vocational education institutions of the City.
Therefore, in order to strengthen the leadership of the party
committees and authorities at all levels in Ho Chi Minh City and