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INTERNATIONAL EXPERIENCES IN THE ESTABLISHMENT AND DEVELOPMENT OF HIGH-QUALITY CENTRES FOR TVET TRAINING – IMPLICATIONS FOR VIET NAM
15:28' 9/16/2021

On September 10, Directorate of Vocational Education and Training (DVET) collaborated with the Reform of Technical and Vocational Education and Training in Vietnam held a seminar: “International experience in the establishment and quality training and practice centers high”.

Dr. Pham Vu Quoc Binh, Deputy Director of DVET (Ministry of Labour, Invalids and Social Affairs), said that the Fourth Industrial Revolution has affected all aspects of social life, leading to changes. of policies, including policies on vocational education. The restructuring of facilities, the formation of a network of high-quality schools, the establishment of excellent vocational centers, research and practice institutes, etc., are considered as one of the breakthrough changes that contribute to the breakthrough. to the success of the vocational education systems of developed countries.



According to Dr. Binh, in order to develop high-quality human resources, contribute to improving labor productivity and increase national competitiveness in the new situation, the priority and focus on investment in training and High-quality professional practice of an inter-regional nature is an urgent requirement.

Mr. Binh said, currently, the Ministry of Labour, Invalids and Social Affairs as well as DVET are promoting the policy of establishing a national center for high-quality vocational training and practice, expected in three regions of Vietnam. This model of National Centers must be high-quality vocational training centers with leading and pervasive nature for vocational education institutions; technologically and digitally innovate, foster creativity, and lead the way in the design and delivery of new curricula.

“The establishment and development of a national center for high-quality training and practice in Vietnam is very necessary and timely. However, for a vocational education system that still has many shortcomings and in the current context, the impact of the Covid-19 pandemic on the reality and future of employment, the establishment and development of the center High-quality vocational training and practice will be a big challenge," Dr. Binh said, looking forward to hearing from other countries' experiences in building high-quality models.

At the workshop, speakers and experts shared models of high-quality centers or similar models.

Dr. Juergen Hartwig, Director of Reform of Technical and Vocational Education and Training in Vietnam Program introduced the model of a German Inter-Company Vocational Training Centres. This center is usually owned and operated by Chambers of Commerce and Industry or professional associations. In Germany, these centers will provide intensive training in certain professions, provide engineering workshops with the latest technologies, complement the on-the-job training component of the education system. dual profession. Learners in the dual vocational education system are trained at this center for about 2 months per year.

Ms. Sabrina Loi, Director, High Quality & International Cooperation Department of ITE, Singapore presented about Singapore's "One system - three colleges" model. ITE is a post-secondary vocational and technical education training institution and conducts Singapore's national vocational certification and standards development activity. The highlight of ITE is a dynamic curriculum and a corresponding system, providing a comprehensive educational experience, strengthening strategic cooperation and staff development; building the values ​​behind the transformation to create young people with applied skills.

Mr. John Tucker, General Director of SkillsTech Academy (Australia), shared about the country's model of high-quality public vocational colleges. He also talked about the education system based on the needs of businesses, determining the output standards for training. At the same time, considering the customer of the vocational education system as business, the employer is the center that meets the needs. In particular, lecturers do not necessarily have to go to university, as long as they have practical work experience. Every year, lecturers have at least 2 weeks to work in enterprises, to refresh their own skills.

Meanwhile, with the model of Korea's global skill transfer institute, said Ji-Hyeon Noh, Director of Global Human Resources Development Cooperation Department, GIFTS Korea Institute, this institute has the task of finding and foster future Korean artisans through the implementation of skills transfer programs, mentoring programs and skills exchange programs; train skilled technicians through organizing vocational skills contests and participating in World Vocational Skills Competition; start-up support for technicians; international cooperation to promote mutual recognition of diplomas and certificates as well as organize training courses inviting senior officials, officers and lecturers, technicians to participate to share development experiences, knowledge and skills.

The representative of DVET said that the recommendations of experts are very important and useful information for DVET in the process of building a model of three national centers for training and practical training. high-quality practice in Vietnam in the near future.

DVET Office




 

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