Programme Reform of TVET in Viet Nam. Vietnamese-German Development Cooperation

Transcription

1 Programme Reform of TVET in Viet Nam Vietnamese-German Development Cooperation M&E in TVET Report on the Results of the Enterprise Survey Wave 2013

2 Programme Reform of TVET in Viet Nam Publisher: Vietnamese - German Development Cooperation Programme Reform of Technical and Vocational Education and Training in Viet Nam General Directorate of Vocational Training (GDVT) 37 B Nguyen Binh Khiem Street Hanoi, Viet Nam T (Department of Administration and International Affairs) F Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH 2nd Floor, No. 1, 17 Alley, Ta Quang Buu Street Hanoi, Viet Nam T /-2 F I I Authors: Contributors: Photo: Layout: Place & Date: Assoc. Dr. Mac Van Tien, director of NIVT (GDVT) MA. Phung Le Khanh, researchers of NIVT (GDVT) Ms. Le T. Hong Lien, researchers of NIVT (GDVT) Dr. Steffen Horn, CIM-IE (NIVT/GDVT) Mr. Hanno Knaup, Technical Advisor (GIZ) Msc. Nguyen T. Bich Ngoc, Sr. Programme Officer (GIZ) Mr. Ralf Bäcker, Berlin (cover page) Mr. Nguyen Minh Cong Hanoi, July 2014

3 ACKNOWLEDGEMENT The 2013 Enterprise Survey has achieved good results and initially provided useful information for serving the process of improved vocational training quality in upcoming time. We would like to thank sincerely Head of GDVT. Close direction and strong commitment of leadership level in integrating Enterprise Survey into the vocational training system has made significant contribution to this successful study. We also thank sincerely GIZ, CIM experts, and 22 vocational training institutions who participated in the study for your support and good cooperation. Without your enthusiastic support and active contribution, we could not implement successfully this Enterprise Survey. We hope to continue cooperation and receive contributions from your sides in upcoming time. Thank you so much!

4 LIST OF ABBREVIATIONS GDVT GIZ GSO MoLISA NIVT PVT 2008 RWI VCCI VTI TVET General Department of Vocational Training Deutsche Gesellschaft für Internationale Zusammenarbeit General Statistical Office Ministry of Labour, Invalids and Social Affairs National Institute for Vocational Training Vietnam Programme Vocational Training 2008 (programme component of the Programme Reform of TVET in Vietnam) Rheinisch-Westfälisches Institut für Wirtschaftsforschung Vietnam Chamber of Commerce and Industry Vocational Training Institute Technical and Vocational Education and Training

5 TABLE OF CONTENTS A INTRODUCTION Objectives of the survey and information needs Target groups and actors involved Implementation of the survey Methodology and instruments Methodology Instruments... 5 B FINDINGS OF THE SURVEY... 7 I GENERAL INFORMATION ABOUT THE ENTERPRISES Enterprises by region Enterprises by type of ownership Size of enterprises by number of employees Enterprises by economic sector Enterprises by market Enterprises by manufacturing/assembling technology... 9 II LABOUR DEMAND OF THE SURVEYED ENTERPRISES Labour demand by qualification level (with/without technical/vocational qualification) Labour demand by occupation...10 III EMPLOYMENT AND TRAINING IN THE ENTERPRISES Number of recruited graduates from VTI by occupation Average income of the employees by occupation Difficulties of enterprises in recruiting employees by occupation Reasons why enterprises have difficulties to recruit adequately qualified employees Retraining of newly hired employees in enterprises by occupation...14 IV COMPETENCY OF GRADUATES General comparison of enterprises competency requirements and graduates achieved competency level Occupational theoretical knowledge Occupational practical skills: Hard skills Occupational practical skills: Soft skills Working attitudes Conclusions and recommendations Comparison PVT 2008 (Group 2) Control VTI of PVT 2008 (Group 3) Occupational theoretical knowledge Occupational practical skills: Hard skills Occupational practical skills: Soft skills...23

6 2.4 Working attitudes Overall comparison PVT 2008 control institutes PVT Significance test Conclusions Comparison of Hai Phong Polytechnic Vocational College (Group 4) with Hai Phong Vocational School of Industry (control institute, Group 5) Occupational theoretical knowledge Occupational practical skills: Hard skills Occupational practical skills: Soft skills Working attitudes Overall comparison of group 4 and control group 5 and conclusions Comparison of LILAMA 2 Vocational College of Technology (Group 6) with Dong Nai Vocational College (control institute, Group 7) Occupational theoretical knowledge Occupational practical skills: Hard skills Occupational practical skills: Soft skills Working attitudes Overall comparison between group 6 and control group 7and conclusions...39 V ENTERPRISE S SATISFACTION WITH TVET GRADUATES Enterprises satisfaction by occupation: Comparison of surveyed and not surveyed institutes Analysis of the programme components results indicators PVT Hai Phong...42 VI LESSONS LEARNT, CONCLUSIONS AND RECOMMENDATIONS Lessons learnt on the implementation process Conclusions and recommendations...43 VII REFERENCES...46 VIII ANNEX Selected photos of the phases of ES preparation and implementation Questionnaire The list of 22 vocational training institutes participating in the enterprise survey...65

7 LIST OF TABLES Table 1: Number and shares of the surveyed enterprises by type of ownership... 7 Table 2: Number of employees working in enterprises/corporations... 8 Table 3: Number and shares of enterprises by market... 8 Table 4: Number of employees to be recruited by qualification level...10 Table 5: Average income of graduates (in Million Vietnamese Dong)...12 Table 6: Number of enterprises which have difficulties in recruiting employees...12 Table 7: Difficulties of enterprises to recruit adequately qualified employees (in number)...14 Table 8: Number of retraining days for newly hired graduates from the surveyed VTI (by occupation)...14 Table 9: Comparison of occupational theoretical knowledge...16 Table 10: Comparison of occupational practical skills: Hard skills...17 Table 11: Comparison of occupational practical skills: Soft skills...18 Table 12: Comparison of working attitudes...19 Table 13: Control group comparison of occupational theoretical knowledge...21 Table 14: Control group comparison of occupational practical skills: Hard skills...22 Table 15: Control group comparison of occupational practical skills: Soft skills...23 Table 16: Control group comparison of working attitudes...24 Table 17: Overall comparison PVT 2008 control institutes PVT Table 18: Results Mann-Whitney-U-Test (Exact test)...26 Table 19: Further results Mann-Whitney-U-Test (Exact test)...26 Table 20: Control group comparison of occupational theoretical knowledge...28 Table 21: Control group comparison of occupational practical skills: Hard skills...29 Table 22: Control group comparison of occupational practical skills: Soft skills...30 Table 23: Control group comparison of working attitudes...32 Table 24: Total average value of the control group comparison group 4 and Table 25: Control group comparison of occupational theoretical knowledge...34 Table 26: Control group comparison of occupational practical skills: Hard skills...36 Table 27: Control group comparison of occupational practical skills: Soft skills...37 Table 28: Control group comparison of working attitudes...38 Table 29: Total average value of the control group comparison group 6 and group Table 30: Level of fulfilment of training requirements of enterprises...40 Table 31: Share of enterprises that recruited graduates of the supported training courses confirm that graduates qualifications meet their requirements...41 Table 32: Share of enterprises that recruited graduates confirm that graduates qualifications meet their requirements...42

8 LIST OF DIAGRAMS Diagram 1: Shares of enterprise by economic sector (in %)... 8 Diagram 2: Shares of enterprises by manufacturing/assembling technology (in %)... 9 Diagram 3: Demand for labour recruitment of enterprises (by number of employees)...10 Diagram 4: Number of recruited graduates by occupation...11 Diagram 5: Comparison of occupational theoretical knowledge...16 Diagram 6: Comparison of occupational practical skills: Hard skills...17 Diagram 7: Comparison of occupational practical skills: Soft skills...18 Diagram 8: Comparison of working attitudes...19 Diagram 9: Control group comparison of occupational theoretical knowledge...21 Diagram 10: Control group comparison of occupational practical skills: Hard skills...22 Diagram 11: Control group comparison of occupational practical skills: Soft skills...23 Diagram 12: Control group comparison of working attitudes...24 Diagram 13: Control group comparison of occupational theoretical knowledge...28 Diagram 14: Control group comparison of occupational practical skills: Hard skills...29 Diagram 15: Control group comparison of occupational practical skills: Soft skills...31 Diagram 16: Control group comparison of working attitudes...32 Diagram 17: Control group comparison of occupational theoretical knowledge...35 Diagram 18: Control group comparison of occupational practical skills: Hard skills...36 Diagram 19: Control group comparison of occupational practical skills: Soft skills...37 Diagram 20: Control group comparison of working attitudes...38

9 A INTRODUCTION 1 Objectives of the Enterprise Survey and Information Needs The Programme Reform of TVET in Vietnam is part of the priority area on Sustainable Economic Development and Vocational Training, agreed between the Vietnamese and German governments. The overall objective is to increase the provision of qualified labour based on the delivery of demand driven training. The programme includes currently four interlinked components [component 1: TVET System Advisory ( ), component 2: Programme Vocational Training 2008 (PVT 2008) ( ), component 3: LILAMA 2 Centre of Excellence in TVET ( ), component 4: TVET for Skilled Workforce in the Waste Water Sector ( )]. Within the preceding Promotion of TVET, Vietnam project 11 Vietnamese TVET institutes were supported from 2006 to The ongoing component 2 (PVT 2008) supports 5 institutes the component 3 and component 4 support each one single institute. To create an effective and practice oriented training at the supported TVET institutes the programme measures mainly focus on: - providing advisory services on implementing institutional development plans, - modifying training and further training modules to increase their labour-market relevance, - conducting further training courses for teachers/instructors, - delivering advisory services and further training for managers on training need analysis, capacity planning, finance- and quality management, - promoting closer relationships between the institutes and industry, - adaptation and development of related teaching and learning materials. With the given overall objective of the programme increasing the provision of demand-oriented training and qualifications for the labour force it is essential to provide feedback on how successful graduates of the supported vocational training institutes (VTI) are able to compete on the labour market. Enterprise surveys are internationally common and appropriate instruments of empirical research to deliver information on the graduates of vocational training from the perspective of the current and near future industry requirements, independently from the graduates subjective perspective collected through tracer studies. So the survey in this programme is a complementary instrument to the already ongoing tracer studies. The survey has the added value of fulfilling the information needs of several stakeholders that support the interventions of the programme such as the involved VTI, General Dep. of Vocational Training (GDVT) and MoLISA but also the programme itself: On the institute-level the Enterprise Survey is a very important instrument to analyse the relevance of the offered training courses for the labour market. Rather than counting the success of the training only in numbers of graduates, the Enterprise Survey allows feedback on the enterprises recruitment strategies and whether graduates competencies correspond with 1

10 their requirements. The school-management can use the data provided by the enterprises to improve their training quality. On the policy-level, the collected data of the Enterprise Survey support the respective governmental management in steering the TVET system according to the demand of the labour market. On the programme-level the Enterprise Survey is an important instrument to evaluate the results of the program s approach. One of the overall results indicators of the programme is: - Independent surveys at enterprises and with graduates confirm a significant improvement of the demand oriented and practically oriented training provided by supported TVET institutes. To be able to measure this aggregated indicator it has to be further specified. Therefore the competencies of the graduates of vocational training from the perspective of the enterprises are in the focus of this survey. The following hypothesis should be proven: - The programme intervention improves the level of demand-driven competencies of graduates of the supported VTI (in the focal occupations) significantly until the end of the project (see M&E concept of the programme, p. 22). This hypothesis will be analysed in this Enterprise Survey by a combined before after comparison and a control group comparison. The second information need on the programme level is the following results indicator of programme component 2 (PVT 2008): - 75% of the enterprises that recruited graduates of supported TVET training courses, are surveyed in sample, confirm that graduates qualification meets their requirements. This indicator will be measured by a trend analysis (before after comparison). 2 Target groups and actors involved The enterprise survey targets enterprises that employ individuals who newly graduated from the vocational training system. The enterprise survey involves four actors of the Vietnamese TVET system who can use the data to steer the training in the VTI (1) the programme (3) or the whole sector (2-4): 1. The management and teachers/instructors of the supported institutes, who need the information for improving the labour market and quality of their training, 2. GDVT/MoLISA, who can use the surveys results for the efficient and results oriented steering of the TVET sector in Viet Nam, 3. Programme management of the GDVT/GIZ TVET programme, who needs to evaluate its interventions in the vocational training system for the steering of the programme and the reporting to its clients (esp. BMZ). 4. Stakeholder of the programme: The enterprise survey informs them about the results of the programme. 2

11 3 Implementation of the survey In the first step a suitable and feasible survey concept was developed by the Rheinisch- Westfälisches Institut für Wirtschaftsforschung (RWI). Therefore a fact-finding mission on the enterprise survey took place from the 12th of March to the 15th of March To develop an appropriate survey concept reference concepts and classification schemes, which are used in the sector and further more lessons learnt and instruments of previous enterprises surveys conducted by many different stakeholders in Viet Nam were analysed. In a preparatory workshop all relevant stakeholders, esp. representatives of MoLISA, GDVT, the Vietnamese Chamber of Commerce and Industry (VCCI), representatives of the TVET institutes and GIZ jointly agreed about the necessity of a yearly implementation of the survey. In line with the concept a standardised questionnaire and a simple, suitable and efficient data management system were developed. The questionnaire was pretested in the field in May and June 2012 to ensure the quality. After the preparation phase a kick-off workshop on implementation of the enterprise survey took place on the 13th of August 2013 in Hanoi with participation of all above mentioned relevant stakeholders. In the workshop, the participants agreed on the implementation schedule, methods and tools of the survey. A 2-day training course was organised right after the workshop for the technical staff (implementers) of the partner TVET institutes to enable them to carry out the data collection effectively and also for the staff of the National Institute for Vocational Training (NIVT)/GDVT. NIVT coached the survey implementers of the VTI that participated in the survey in sampling and the data collection process and carried out the data analysis. The training focussed on knowledge and skills required for successful face-to-face interviews with employers on the level of TVET institutes and for the usage of the data management software on the level of TVET institutes and on the macro level. After the training the enterprise survey implementers carried out the sampling, the contacting of the sampled enterprises and the interviewing from the 23th of September to the end of October 2013 closely coached by NIVT and GIZ. In total 206 enterprises nationwide that recruited the graduates from 22 participating TVET institutes were surveyed. After the interviewing the enterprise survey implementers in the VTI entered the data and analysed the data on the institutional level. In the next step the data of all participating VTI were sent to GIZ and NIVT for a quality check. NIVT cleaned the data and analysed it and wrote this report on the results of the survey. 4 Methodology and instruments 4.1 Methodology 1) To give a systematic feedback to the VTI who participated in the survey about the competitiveness of their graduates in the labour market, the competencies of their graduates were evaluated by the enterprises. To obtain this feedback several information aspects about the enterprises themselves, their recruitment strategies and their labour demand in the 3

12 future were collected in the survey. This information should help the VTI to understand the (recruitment) strategies of the enterprises or to say it more general to understand the logic and requirements of the labour market. 2) The analysis of the results of the programme is more complex. It is carried out by the identification of the appropriate counterfactual, by answering the question what would have happened to the population exposed to the intervention (in terms of the outcome of interest), if this population had not been exposed to the intervention? (Kluve/Ehlert 2013, p. 4). To answer this question and to be able to analyse the above mentioned hypothesis a combination of a before - after comparison and a control group comparison is the methodological backbone of this survey. The current wave of the survey is the baseline survey and it solely provides the required baseline data. The before after comparison can be realised in the next waves which will be carried out every year. To be able to analyse the current baseline data in the context of the mentioned hypothesis only this time the control group comparison will play a role. Therefore the results of the control group comparison are preliminarily. What will be analysed in the control group comparison? The competencies of the graduates from the perspective of the enterprises and the enterprises satisfaction with them according to their requirements are in the main focus of the survey. To be able to compare the competency level of the graduates scientifically a competency concept is necessary. As mentioned above the survey is oriented on international standards, local reference and classification systems used in empirical research in Viet Nam. That s why a suitable and slim competency concept is used: The term competency describes the dispositions/traits of a person to achieve objectives of actions in a particular situation because of their knowledge, abilities and experiences. Competency in TVET describes the ability (knowledge, skills and attitudes) to perform tasks and duties to the standard expected in the workplace (see Hutter 2004, Erpenbeck/v. Rosenstiel 2003, see M&E concept of the programme). So the single competencies are structured into theoretical knowledge, practical skills (hard skills and soft skills) and working attitudes. 1 To get a more detailed insight about the recruitment strategies of the enterprises and the competency level of the graduates of the VTI which participated in the survey they get 1 In the international debate several more or less elaborated competency models are used (see e.g. Hutter 2004, Erpenbeck/v. Rosenstiel 2003, Almlund et. al. (2011), Cunha/Heckmann/Schenach In this survey the mentioned concept was chosen to match with the most important surveys and classification schemes which are used in the sector. Esp. the Enterprise Panel of MoLISA is an important orientation which uses the same classification (Hanoi 2011). Further more the GDVT/MoLISA uses the DACUM approach to structure the competencies in the standard development process (see Decision 09/2008/QD-BLDT-BXH) with the same classification scheme. The selected competency classification is also compatible with Australian Training Package competency approaches transferred to Vietnam for teacher training (see MOLISA decision 1474/QD-LDTBXH). Other important surveys use slightly different approaches e.g. the Worldbank survey on the skills of the workforce in Vietnam (see Worldbank 2014) but because of its more general view it was decided to orient closer to the above mentioned MoLISA references. 4

13 analysed by occupations. To be able to match the results of this survey with other important surveys in the sector the classification scheme for occupations of MoLISA (Hanoi 2011) was used in the survey (again the yearly enterprise panel of MoLISA was the most important orientation point, ibid.). To measure the counterfactual firstly a descriptive comparison of the competency level of the graduates of the VTI supported by the programme and the control VTI will be shown in this report. To be able to proof the above mentioned hypothesis a significance test 2 is necessary. Because the level of competencies is rated by the enterprises on a (ordinal) 5-level-Likert-Scale the Mann-Whitney-U-Test is the most appropriate significance test Instruments The survey uses a standardized questionnaire, which is based on a scientific enterprise survey concept that was developed in the context of the programme (see Kluve/Ehlert 2013). It was developed in 2012 and oriented on international references and also on local data collection systems and instruments (such as the enterprise panel of MoLISA) to have a tailor made instrument. The questionnaire was evaluated in a pre-test to make sure that it is appropriate and understandable by the interviewees. A simple excel-based data template was developed by the programme as well. After the training of the enterprise survey the implementers in the partner VTI entered the collected data into the template. All the descriptive analyses, which will be shown in this report are carried out on the basis of this template by Excel data analysis functions (only the significance test was carried out by SPSS 21). A handbook about Guidelines for Enterprises Survey and Survey Data Management will be finalised in this year. It is intended to provide guidance on how to make successful face-to-face interviews and how to analyse the data of the survey. Sampling: For the measurement of the results of a programme by the way of the identification of the appropriate counterfactual the randomised sampling is an important prerequisite. Therefore the sampling of the interviewed enterprises was carried out by random. The appropriate sample size was estimated by 10 enterprises per VTI which participated in the survey. 22 partner TVET institutes took part in the survey (see Kluve/Ehlert 2013, p. 13f.). To realise the control group comparison requirements the sample is structured in the following 7 groups: 2 The result of a statistical test of a hypothesis is significant when the probability of error is that low that a null hypothesis (opposite of the hypothesis) is not true. In other words: A measured relation between two variables is not coincidental/random and can be referred from an observed sample to the larger (statistical) population. Usually the significance level is below 5% (p 0,05), if the level is below 1% (p 0,01) the results are very significant. 3 Because of the ordinal 5-level scales and the small sizes of the two independent samples the non-parametric Mann- Withney-U-Test is the most appropriate and common alternative to the t-test. (vgl. Siegel 2001: 112ff.). 5

14 Group 1: Voc. training institutes which participated in the former Programme Promotion of TVET in Vietnam (including Thanh Hoa Vocational College of Industry, Hung Yen University of Technical Education, Ho Chi Minh Vocational College of Technology, Nha Trang Vocational College, Viet Duc Vinh Phuc Vocational College, Viet Duc Thai Nguyen Vocational College, Viet Duc Ha Tinh Vocational College, Viet Duc Nghe An Vocational College of Technology, Nam Dinh University of Technical Education), Group 2: The VTI within the Programme Vocational Training 2008 (PVT 2008) (including Ninh Thuan Vocational College, Viet Bac Vinacomin Vocational College of Industry, Bac Ninh Vocational College of Economics and Technology, Long An Vocational College, and An Giang Vocational College), Group 3: The control group of PVT 2008 (including Thai Nguyen Vocational College of Mechatronics and Metallurgy, LADEC Vocational College of Technology, An Giang Economics Vocational Secondary School, Bac Ninh Vocational College of Mechatronics and Construction). The next 4 colleges are not groups as such they are supported single and control VTI: College 4: Hai Phong Polytechnic Vocational College (supported by the programme), College 5: Hai Phong Vocational College of Industry (control college of Hai Phong Polytechnic Vocational College), College 6: LILAMA 2 Vocational College of Technology (supported by the programme), College 7: Dong Nai Vocational College (control college of LILAMA2 Vocational College of Technology). The control group/colleges were selected according to the following criteria: - They should be from the same region to realise same local labour market conditions for the graduates of these institutes, - they should cover same level of the TVET system in Viet Nam (college level), to compare the same target groups (students/graduates) - they should offer training in the same focal occupations, to compare the same target groups (students/graduates) 6

15 B I FINDINGS OF THE SURVEY GENERAL INFORMATION ABOUT THE ENTERPRISES 1 Enterprises by region 206 enterprises were interviewed in this survey: 101 enterprises (49%) in North Vietnam; 43 enterprises (20.9%) in Central Vietnam and 62 enterprises (30.1%) in South Vietnam. 2 Enterprises by type of ownership Joint stock companies have the highest share (37.4%) of the 206 surveyed enterprises; followed by private owned companies (22.3%); Joint ventures with 100% foreign capital (11.7%); other types of enterprises have a low share (less than 10%): Table 1: Number and shares of the surveyed enterprises by type of ownership Type of enterprise per ownership Numbers and shares of surveyed enterprises by group of TVET institutes (shares are stated in brackets) Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Total State owned (7.8%) State Ltd owned (7.8%) Private Ltd owned, State Ltd has capital 50% State Ltd with state capital > 50% (6.3%) (2.9%) Joint stock company Private owned company Partnership owned Joint venture with 100% foreign capital Total 90 (43.7%) 77 (37.4%) 46 (22.3%) 8 (3.9%) (11.7%) 50 (24.3%) 30 (14.6%) 10 (4,9%) 6 (2.9%) 10 (4,9%) 10 (4,9%) 206 (100%) 7

16 3 Size of enterprises by number of employees 85 (41.3%) of the surveyed enterprises are subsidiaries of bigger corporations/groups. In these 85 subsidiaries of bigger corporative groups were working 125,839 employees. 2,591,750 employees were working in 21 independent enterprises and groups/corporations. Table 2: Number of employees working in enterprises/corporations Number of employees by group of TVET institutes/total Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Total Labourers at subsidiaries 71,313 23,577 13,408 3, ,323 3, ,839 Labourers at enterprises/ corporations 2,251,521 60,927 72, , ,045 6,497 2,591,750 4 Enterprises by economic sector The highest share of the surveyed enterprises are enterprises operating in manufacturing industry sector (119 enterprises; equivalent 57.8%); followed by enterprises operating in commercial sector (27 enterprises; equivalent 13.1%); and the lowest percentage is enterprises operating in agriculture, forestry and aquaculture sector (5 enterprises; equivalent 2.4%). Diagram 1: Shares of enterprise by economic sector (in %) Agriculture, forestry, fishery Industry production Services (hotel, restaurant, bank ) Trade 13.1 Transport Construction 5 Enterprises by market 108 enterprises cover the local market (52.4%); 74 enterprises (35.9%) operate in both markets: local and export market, 19 enterprises (9.2%) are only active in the export market. 8

17 Table 3: Number and shares of enterprises by market Market Numbers and shares of surveyed enterprises by group of TVET institutes (shares are stated in brackets) Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Total National market (52.4%) Export market (9.2%) Both (35.9%) No answers (2.4%) Total 90 (43.7%) 50 (24.3%) 30 (14.6%) 10 (4,9%) 6 (2.9%) 10 (4,9%) 10 (4,9%) 206 (100%) 6 Enterprises by manufacturing/assembling technology 156 out of 206 of the surveyed enterprises (75.7%) manufacture/assemble goods. Out of the 156 enterprises manufacturing/assembling goods, there are up to 119 enterprises (76.3%) mostly using semi-automatic technology, there are 23 enterprises (14.7%) manufacturing/assembling goods by manual methods, and there are only 14 enterprises (9%) using automatic manufacturing/assembling technology Diagram 2: Shares of enterprises by manufacturing/assembling technology (in %) Manual Semi-automated 76.3 Automated II LABOUR DEMAND OF THE SURVEYED ENTERPRISES 1 Labour demand by qualification level (with/without technical/vocational qualification) 143 enterprises mentioned the demand to recruit labour in the next 12 months (69.4% of surveyed enterprises): In total it is estimated by them to recruit 19,307 employees in the next 12 months. The highest demand of the enterprises is for employees with technical/vocational qualification (75.8% of the total number of required employees). 9

18 Table 4: Number of employees to be recruited by qualification level Qualification level of employees Groups of TVET institutes Total Without technical/ vocational qualification With technical/ vocational qualification Total Labour demand by occupation The surveyed enterprises mentioned a future labour demand for the next 12 months of employees in total. The highest amount of required employees was mentioned for welding (required employees: 2813), followed by industrial electrics (required employees: 2124), metal cutting (required employees: 1348), mechanical equipment installation (required employees: 1243) and fashion garment (textile production) (required employees: 1026). Diagram 3: Demand for labour recruitment of enterprises (by number of employees) Welding Industrial electrics Metal cutting Mechanical Equipment Installation Industrial electrical installation and control Fashion garment Mechanical equipment system maintenance Automobile technology Industrial electronics Mechatronics Business accounting Refrigerating and air-conditioning technique Exploitation of mine, cellar, oven Fashion design Computer network administration Mechaelectrics for mine, cellar & oven Computer repair and assembly Why are the occupations welding, industrial electrics, metal cutting and mechanical equipment installation the most demanded occupations by the surveyed enterprises? The following reasons are apparent: There is a high demand for these occupations on the labour market and secondly the survey is focussed on enterprises that employ these occupations. So it is not 10

19 surprising that these occupations are those with the highest demand: That s why the distribution of the labour demand in this survey scope is not representative for the general labour market situation in Vietnam. The actual high value information is in the specific figures: These figures give the VTI, who train in these occupations, a good general orientation about the labour market needs. It is strongly recommended that the VTI, which participated in the survey analyse the labour demand individually and maintain the contacts to the surveyed enterprises and support the job application and placement process of their graduates. III EMPLOYMENT AND TRAINING IN THE ENTERPRISES 1 Number of recruited graduates from vocational training institutes by occupation The 206 surveyed enterprises recruited 5264 graduates from the 22 vocational training institutes that participated in the survey. Diagram 4: Number of recruited graduates by occupation Group Sum Fashion design Fashion garment Industrial electronics Mechatronics Industrial electrical installation and control technology Industrial electrics ,721 Mechanical equipment installation Welding ,000 Metal cutting

20 The occupations with the highest number of employed graduates are welding, industrial electrics, metal cutting, and mechanic equipment installation. The reason why the most of graduates have been employed in these occupations is the same as above: The survey focus is on these occupations so this distribution is not representative for the general labour market situation in the whole of Vietnam. 2 Average income of the employees by occupation The average entry salaries of the graduates hired by the enterprises differ visibly. This could be affected by various factors such as size and type of ownership of the enterprises, competencies of graduates, workings experiences and number of their working years etc. Table 5: Average income of graduates (in Million Vietnamese Dong) Occupations Groups of TVET institutes Avarage value Metal cutting Welding Mechanical equipment installation Industrial electrics Industrial electrical installation and control technology Mechatronics Industrial electronics Fashion garment Fashion design Total average value , The survey findings show that the graduates working in the occupations metal cutting, welding, mechanical equipment installation, industrial electronics and industrial electronics manage to gain an average entry salary as compared to the other surveyed occupations. The graduates working in the occupations fashion design, industrial electrical installation and control technology and electronic mechanics have a slightly higher entry salary while the graduates working in the occupations fashion garment and industrial electrics gain a slightly lower salary. Comparing the average entry salaries of graduates among the different groups, the salaries in group 2 (the institutes supported by PVT 2008) are 4.08 million dongs/month, which is 0.78 million dongs/month lower than in group 3 (control institutes PVT 2008), the salaries in college 4 (Hai Phong Polytechnic Vocational College, supported by the programme) are 3.91 million dongs/month, which is 0.99 million dongs/month higher than in college 5 (Hai Phong Vocational 4 In all the empty boxes no answer was possible because they don t employ persons in these occupations. 12

21 College of Industry, control college) and the salaries in college 6 (LILAMA 2 vocational college, supported by the programme) are 5.31 million dongs/month, which is 0.46 million dongs/month higher than in college 7 (Dong Nai Vocational College, control college of LILAMA 2). The figures in the table 5 obtain a higher information value after comparing them with the figures referring to a larger population/scope: Wage workers in Vietnam gained a total average income of 4.3 Mill VND in the 4th quarter 2013 (see GSO 2013). This average income has risen to 4.8 Mill VND in the 1st quarter 2014 (see GSO 2014). The average income for high level expertise workers in Vietnam was 6.9 Mill VND and for unskilled workers 3 Mill VND in the 1st quarter 2014 (see ibid.). So the average entry income of the surveyed TVET graduates (4.58 Mill VND) is in general slightly above the total average income in Vietnam in the time of the data collection (4.3 Mill VND), but visibly below the average income of high level expertise workers. This is understandable because it is not an average income but an average entry income. So it is assumed that the income will rise after some more years of work experience in the enterprises. Visibly problematic is only the income of the graduates of group 4 (Hai Phong Polytechnic Vocational College): Their income is on the same level (and partially below) of the unskilled workers in the 1st quarter Difficulties of enterprises in recruiting employees by occupation Beside the labour demand the enterprises were also asked in the survey if they have difficulties to recruit adequately qualified employees. In the group 4 (Hai Phong Polytechnic Vocational College, supported by the programme) all enterprises said that they have no difficulties in recruiting employees. In the group 6 (LILAMA2 Technical and Technology Vocational College, supported by the programme), the enterprises have only very little difficulties in recruiting employees. The enterprises surveyed by other groups have difficulties in recruiting employees. The following table shows the detailed results about the difficulties of enterprises in recruiting employees by occupation. Table 6: Number of enterprises which have difficulties in recruiting employees Occupations Groups of TVET institutes Total Metal cutting Welding Mechanic equipment installation Industrial electricity Control technology and electric installation in industry Electronic mechanics Industrial electronics Fashion garment Fashion design Total

22 4 Reasons why enterprises have difficulties in recruiting adequately qualified employees Table 7: Difficulties of enterprises to recruit adequately qualified employees (in number) Groups of TVET institutes Total (1) lack of qualified workers (2) low qualification level (3) wage offers not accepted and and , 2 and (4) Others The most frequently mentioned reason why the enterprises have difficulties to find employees is the lack of adequately qualified workers in the local area (64 enterprises). The next mentioned reasons are that the applicants didn t accept the salary offers (13 enterprises) and that the applicants have a too low qualification (13 enterprises). These are major difficulties in recruiting employees. Furthermore there are some other difficulties e.g. such as inappropriate foreign language competencies, inappropriate IT-competencies of the applicants, too low level of working attitudes. 5 Retraining of newly hired employees in enterprises by occupation As mentioned above, one major difficulty of the enterprises to recruit employees is the low or inadequate qualification level of the applicants. Therefore many enterprises carry out retraining or additional training courses for newly recruited employees. In the following table the numbers of days for retraining/additional training are mentioned for all occupations: Table 8: Number of retraining days for newly hired graduates from the surveyed VTI by occupation Group of TVET institutes Average value Metal cutting Welding Mechanical equipment installation Industrial electrics Industrial electrical installation and control technology Mechatronics Industrial electronics Fashion garment Fashion design Total average value No statement. 14

23 The surveyed enterprises spend on average 31.4 days on retraining their newly hired graduates from the surveyed VTI. But the amount of retraining days differs quite a lot: Highest amount of 105 retraining days for the more complex occupation mechatronics (group 2) versus only 12 retraining days for the occupation welding (group 7). In general it has to be mentioned that the average number of 31.4 retraining days is quite high and indicates indirectly that the demand orientation of TVET has to be improved. But on the other hand the number of retraining may also depend on training needs based on company specific internal standards. That s why it s not possible to come automatically up with the conclusion that e.g. the demand orientation of training in the occupation mechatronics in group 2 (VTI supported by PVT 2008) is very low (number of retraining days: 105). This particular amount of retraining days can also be affected by individual production/service specifics of the surveyed firms. That s why the amount of retraining days is in general an indirect indicator. But it shows that overall the enterprises spent quite a high number of days on retraining. That s why it has to be concluded there is still a wide-ranging high need to improve the demand orientation of training in the surveyed VTI. IV COMPETENCIES OF GRADUATES 1 General comparison of enterprises competency requirements and graduates achieved competency level The main focus of this enterprise survey is the evaluation of the TVET graduates demand driven competency level. That s why in the first step it will be analysed to what extend the competencies of the graduates of the VTI, which participated in the survey, meet the competency requirements of the interviewed enterprises. As mentioned earlier the following data are the results of the evaluation of the graduates competencies from the perspective of the interviewed enterprises. All 206 interviewed enterprises rated their competency requirements for every single competency item listed in the following tables and in direct comparison they also rated the competency level of the TVET graduates. In the following tables the average values (means) 6 will be shown, the column N shows the number of answers 7 for each single item. The tables show the rating of all interviewed enterprises 6 Because the enterprises rated the single competency items on an ordinal 5-level-Likert-Scale the average value is form the statistical point of view not the 100% correct measure. Because of the ordinal scale the median has to be used. In this survey the average value (mean) was used because of two reasons: The differences between the competency requirements and the competency level are not that big. By showing the means in the table and diagrams it is easier for the reader to identify the differences. Secondly it is assumed that the readers of this report will be more familiar with the average value than the median. That s why the means are used as a compromise to make it easier for reader to get an impression about the comparison. The mean is more sensitive than the median for unequal distribution. That s why the standard deviation is also listed in the tables. The following results show a constantly low standard deviation (mostly under 1). That s why it is assumed that there is no big risk that the average values show biases because of unequal distributions. 7 The most frequent reason that not all 206 enterprises rated every single item was that they answered I don t know. 15

24 1.1 Occupational theoretical knowledge Table 9: Comparison of occupational theoretical knowledge Variable Case Group N 1. Applied sciences (e.g. mathematics, physics, chemistry) Average Value (Mean) Std. Deviation Competency requirements Competency level Foreign language: English Competency requirements Competency level Engineering and manufacturing Competency requirements technology Competency level Production and processing Competency requirements Competency level Computers and telecommunications Competency requirements Competency level Administration and management Competency requirements Competency level Quality standards and legislations Competency requirements Competency level Transportation and storage Competency requirements Competency level Occupational health and safety Competency requirements Competency level Environmental protection and green technology Competency requirements Competency level Work ethics Competency requirements Competency level Diagram 5: Comparison of occupational theoretical knowledge Average value competency requirements Average value competency level The table and diagram for the theoretical knowledge show that the competency level of all single items is lower than the competency requirements. But the difference is not that big for many items. The enterprises rated the biggest difference and hence identified the highest need for improvement for the following items: 16

25 2. Foreign language: English, 3. Engineering and manufacturing technology, 6. Administration and management, 7. Quality standards and legislations. 1.2 Occupational practical skills: Hard skills Table 10: Comparison of occupational practical skills: Hard skills Variable Case Group N Average Value (Mean) Std. Deviation 1. Handle and move materials, tools, Competency requirements components, equipment, machines Competency level Use measuring, testing and calibration equipment according to standard 3. Install, configure and operate machines, devices and equipment for production 4. Perform work operations in a production line according to set specifications 5. Assemble, mount, test equipment and/ or machines, systems, components etc. 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc. 7. Use maps, plans, drawings, specifications Competency requirements Competency level Competency requirements Competency level Competency requirements Competency level Competency requirements Competency level Competency requirements Competency level Competency requirements Competency level Diagram 6: Comparison of occupational practical skills: Hard skills Average value competency requirements Average value competency level The table and diagram for the hard skills show a homogenous picture: Same as for the ratings of the theoretical knowledge the ratings of the competency level of all items are lower than the competency requirements. But again the difference is quite small. The enterprises rated the biggest difference and subsequently the highest need for improvement for the following items: 17

26 2. Use measuring, testing and calibration equipment according to standard, 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc. 7. Use maps, plans, drawings, specifications. 1.3 Occupational practical skills: Soft skills Table 11: Comparison of occupational practical skills: Soft skills Variable Case Group N Average Value (Mean) Std. Deviation 1. Collect, process, manage Competency requirements information Competency level Teamwork Competency requirements Competency level Use mathematical procedures and techniques Competency requirements Competency level Make decisions and solve problems Competency requirements Competency level Organise, plan and prioritise work Competency requirements Competency level Utilize computer technology, control Competency requirements equipment and software Competency level Assist in delivery of training in the Competency requirements workplace Competency level Apply occupational health and safety Competency requirements regulations, codes and practices Promote and apply environmental protection and energy saving practices Competency level Competency requirements Competency level Provide customer care services Competency requirements Competency level Diagram 7: Comparison of occupational practical skills: Soft skills Average value competency requirements Average value competency level Like the ratings for the theoretical knowledge and the hard skills the ratings of the competency level for the soft skills are also lower than the competency requirements for every item. 18

27 But likewise here the difference is not that big. The enterprises rated the biggest difference and therefore the highest need for improvement for the following items: 2. Teamwork, 4. Make decisions and solve problems, 5. Organise, plan and prioritise work, 9. Promote and apply environmental protection and energy saving practices. 1.4 Working attitudes Table 12: Comparison of working attitudes Variable Case Group N Average Value (Mean) Std. Deviation 1. Reliability, accountability, Competency requirements responsibility Competency level Integrity, respect Competency requirements Competency level Commitment, loyalty, dedication Competency requirements Competency level Accuracy, carefulness, Competency requirements concentration Competency level Discipline, tidiness, punctuality Competency requirements Competency level Cooperation, helpfulness Competency requirements Competency level Flexibility, adaptability Competency requirements Competency level Willingness to learn, career Competency requirements orientation, ambition, motivation, Competency level initiative Creativity, innovation Competency requirements Competency level Endurance, stress tolerance Competency requirements Competency level Business etiquettes, demeanour Competency requirements Competency level Diagram 8: Comparison of working attitudes Average value competency requirements Average value competency level

28 Same as with the comparison of the theoretical knowledge, the hard skills and the soft skills the ratings of the competency level for the working attitudes are lower than the competency requirements for every item. But again the difference is relatively small. The enterprises rated the biggest difference and consequently the highest need for improvement for the following items: 3. Commitment, loyalty, dedication, 4. Accuracy, carefulness, concentration, 5. Discipline, tidiness, punctuality, 9. Creativity, innovation. 1.5 Conclusions and recommendations The picture which is shown by the comparison of the competency requirements with the gained competency level of the TVET graduates is very homogenous: For almost all competencies evaluated in this survey the competency requirements of the enterprises were rated high and very high by the enterprises. Secondly for all competencies the theoretical knowledge, practical skills and working attitudes the competency level of the graduates of the VTI that participated in the survey is rated by the enterprises constantly lower than their competency requirements. But the difference between the competency requirements and the competency level is consistently not that big. That s why the quality of the training in the VTI which participated in the survey should be improved in general. The items with the biggest difference which are mentioned in this chapter should be in focus of the quality improvement efforts. A detailed orientation for the difference between competency requirements and the competency level of the VTI s graduates is listed in the appendix. For the management and the teaching staff of the VTI which participated in the survey it would very useful to have a look at the specified survey results to get an orientation for the necessary quality development processes. 2 Comparison PVT 2008 (Group 2) Control VTI of PVT 2008 (Group 3) As mentioned in chapter 1, one of the main objectives of the survey is the measurement of the results of the programme for the programme s monitoring, steering and reporting. The measurement of the programme s results will be realized by the analysis of the appropriate counterfactual, which means the competencies of the graduates of the supported school will be compared with the competencies of control schools which didn t receive this support. Because this current wave of the survey is the baseline survey only the control group comparison is possible. The before - after comparison will be carried out in the following waves of the survey. The following tables show the descriptive comparison (comparison of the average values) of the competency level of the graduates of the VTI supported by the programme component PVT 2008 with the competency level of the graduates of the control schools. 20

29 2.1 Occupational theoretical knowledge Table 13: Control group comparison occupational theoretical knowledge Variable Group of TVET institutes N Average Value (Mean) Std. Deviation 1. Applied sciences (e.g. mathematics, PVT physics, chemistry) Control institutes PVT Foreign language: English PVT Engineering and manufacturing technology Control institutes PVT PVT Control institutes PVT Production and processing PVT Control institutes PVT Computers and telecommunications PVT Control institutes PVT Administration and management PVT Control institutes PVT Quality standards and legislations PVT Control institutes PVT Transportation and storage PVT Control institutes PVT Occupational health and safety PVT Control institutes PVT Environmental protection and green technology PVT Control institutes PVT Work ethics PVT Control institutes PVT Diagram 9: Control group comparison of occupational theoretical knowledge Average value competency level PVT 2008 Average value competency level control schools PVT For the theoretical knowledge the competency level of the graduates of the VTI supported by PVT 2008 is higher rated than the competency level of the graduates of the control schools for almost every item. But the differences between the two groups are not that big. The most visible difference exists for the following items: 21

30 1. Applied sciences (e.g. mathematics, physics, chemistry), 2. Foreign language: English, 5. Computers and telecommunications, 6. Administration and management, 8. Transportation and storage. 2.2 Occupational practical skills: Hard skills Table 14: Control group comparison of occupational practical skills: Hard skills Variable Group of TVET institutes N 1. Handle and move materials, tools, components, equipment, machines 2. Use measuring, testing and calibration equipment according to standard 3. Install, configure and operate machines, devices and equipment for production 4. Perform work operations in a production line according to set specifications 5. Assemble, mount, test equipment and/or machines, systems, components etc. 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc. 7. Use maps, plans, drawings, specifications Average Value (Mean) Std. Deviation PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT Diagram 10: Control group comparison of occupational practical skills: Hard skills Average value competency level PVT 2008 Average value competency level control schools PVT For the hard skills the results are very homogenous: The competency level of the graduates of the VTI supported by PVT 2008 is higher than the competency level of the graduates of the control schools for every item. But in the diagram and in the table it is visible very clearly that the difference between the two groups is very small. 22

31 2.3 Occupational practical skills: Soft skills Table 15: Control group comparison of occupational practical skills: Soft skills Average Std. Variable Group of TVET institutes N Value (Mean) Deviation 1. Collect, process, manage information PVT Control institutes PVT Teamwork PVT Control institutes PVT Use mathematical procedures and techniques PVT Control institutes PVT Make decisions and solve problems PVT Control institutes PVT Organise, plan and prioritise work PVT Control institutes PVT Utilize computer technology, control equipment and software 7. Assist in delivery of training in the workplace 8. Apply occupational health and safety regulations, codes and practices 9. Promote and apply environmental protection and energy saving practices PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT PVT Control institutes PVT Provide customer care services PVT Control institutes PVT Diagram 11: Control group comparison of occupational practical skills: Soft skills Average value competency level PVT 2008 Average value competency level control schools PVT The ratings for the soft skills show the same picture: The competency level of the graduates of the VTI supported by PVT 2008 is higher than the competency level of the graduates of the control schools for every item. But also here it is visible very clearly in the diagram and in the table that the difference between the two groups is very small. 23

32 2.4 Working attitudes Table 16: Control group comparison of working attitudes Variable Group of TVET institutes N Average Value (Mean) Std. Deviation 1. Reliability, accountability, responsibility PVT Control institutes PVT Integrity, respect PVT Control institutes PVT Commitment, loyalty, dedication PVT Control institutes PVT Accuracy, carefulness, concentration PVT Control institutes PVT Discipline, tidiness, punctuality PVT Control institutes PVT Cooperation, helpfulness PVT Control institutes PVT Flexibility, adaptability PVT Control institutes PVT Willingness to learn, career orientation, ambition, motivation, initiative PVT Control institutes PVT Creativity, innovation PVT Control institutes PVT Endurance, stress tolerance PVT Control institutes PVT Business etiquettes, demeanour PVT Control institutes PVT Diagram 12: Control group comparison of working attitudes Average value competency level Average value competency level control schools PVT The results for the working attitudes are quite similar to the results for hard skills and soft skills: The competency level of the graduates of the VTI supported by PVT 2008 is higher than the competency level of the graduates of the control schools for every item. But it is 24

33 noticeable very clearly in the diagram and in the table: the difference between the two groups is again very small. The most visible difference exists for the following items: 8. Willingness to learn, career orientation, ambition, motivation, initiative, 9. Creativity, innovation. 2.5 Overall comparison PVT 2008 control institutes PVT 2008 The overall comparison reflects the situation which is shown for every category of competencies: The competencies of the graduates of the VTI under PVT 2008 are in total slightly better rated than the competencies of the control school s graduates: Table 17: Overall comparison PVT 2008 control institutes PVT 2008 Variable Group of TVET institutes N Mean PVT Total Control institutes PVT Significance test In the diagrams which were shown in this chapter it was visible that the competency level of the graduates of the VTI under PVT 2008 is slightly better rated than the competency level of the graduates of the control schools. But the question is: Is it also significantly better? As mentioned in chapter 1, the following hypothesis should be tested: - The programme intervention improves the level of demand driven competences of graduates of the supported VTI (in the focal occupations) significantly until the end of the project. To be able to analyse this hypothesis a in an adequate way in the first step it was analysed if the competencies which were evaluated in this survey are required by the enterprises. In chapter 1, part IV (comparison competency requirements competency level) it was shown that all competencies which were surveyed are highly required by the enterprises. The second step was the descriptive comparison of the competency level of the graduates of the VTI under PVT 2008 with the control school s graduates which showed a constantly higher level of the graduates which are from the VTI under PVT In the next step a significance test is necessary. Because the competencies were rated by the enterprises on an ordinal 5-level-Likert-scale the Mann-Whitney-U-Test is the appropriate test (see Sigel 2001, p. 112ff.) 8 The following table shows the test results: 8 Significance level: If the significance level is lower than 5% (p 0,05) than the results are significant, if p 0,01 (significance level under 1%) the results are very significant (see Bortz/Doering 740f.). Because the current wave of the survey is the baseline survey which covers only the control group comparison the results are quite preliminary. That s why the effect sizes will be calculated in the next waves to realize a systematic results analysis. 25

34 Table 18: Results Mann-Whitney-U-Test (Exact test) 9 Exact Significance Variable (2-tailed) Occupational theoretical knowledge: 2. Foreign language: English Occupational theoretical knowledge: 5. Computers and telecommunications Occupational theoretical knowledge: 6. Administration and management Occupational theoretical knowledge: 8. Transportation and storage Hard skills: 2. Use measuring, testing and calibration equipment according to standard Soft skills: 1. Collect, process, manage information Soft skills: 4. Make decisions and solve problems Working attitudes: 8. Willingness to learn, career orientation, ambition, motivation, initiative For 4 out of 11 items (36.4%) in the category occupational knowledge the ratings for the VTI under PVT 2008 are significantly higher than the ratings for the control VTI. Two out of these four items are very significant. For 1 out of 7 items (14.3%) in the category occupational hard skills and 2 from 10 items (20%) in the category occupational soft skills the ratings for the VTI under PVT 2008 are very significantly higher than the ratings for the control VTI. For 1 out of 11 items (9.1%) in the category working attitudes the ratings for the VTI under PVT 2008 are significantly higher than the ratings for the control VTI. The following items are not significant but informally said on a good way : Table 19: Further results Mann-Whitney-U-Test (Exact test) Variable Occupational theoretical knowledge: 1. Applied sciences (e.g. mathematics, physics, chemistry) Hard skills: 5. Assemble, mount, test equipment and/or machines, systems, components etc. Exact Significance (2-tailed) The results of the significance test approve the results of the descriptive analysis: The descriptive analysis showed the most visible difference in the category occupational knowledge. In this category are also the most of the significant differences located (4 from 11). 9 In the previous tables it is visible for the reader of this report that the number of enterprises which were interviewed in the group VTI under PVT 2008 was 50 (N = 50) and the number of enterprises which were interviewed within the group control VIT of PVT 2008 was 30 (N = 30). Because of the low sample size of the control group of PVT 2008 the exact test is necessary. 26

35 2.7 Conclusions For the analysis of the hypotheses it must be concluded: All evaluated competencies of graduates were slightly higher rated for the VTI supported by PVT But the difference is not that big. The results for only few items approve that the competency level of the graduates of the supported institutes is significantly higher than the graduates competency level of the control VTI. But these items which are higher rated are mainly in the category occupational theoretical knowledge. These results make sense because it is a common experience in the context of development projects (in the TVET sector) that it is easier and faster to transfer/convey technical knowledge. So these results are more direct visible. The (intended) change of individual human attitudes and behaviour is much more a long term process (see e.g. Braun 1993, p. 18f., Stockmann 2008, p. 94ff.). It is that s why expected that changes in the attitudes/behaviour will be observed at a later stage. As mentioned earlier the current wave of the survey is the baseline survey. So the results are preliminarily. And in general the results approve already preliminarily the effectiveness of the programme. The next waves will show if further results are more visible and significant. 3 Comparison of Hai Phong Polytechnic Vocational College (Group 4) with Hai Phong Vocational School of Industry (control institute, Group 5) The control group comparison of the graduates competencies of the Hai Phong Polytechnic Vocational College (supported by the Programme Reform of TVET in Vietnam, Group 4) with Hai Phong Vocational School of Industry (control institute, Group 5) is carried out in a similar way to the comparison of the graduates competencies of the institutes supported by PVT 2008 and the PVT 2008 control institutes. But there are two major differences: Firstly it is not a (preliminary) results analysis like the PVT 2008-control group comparison. It is a baseline analysis because the support of the Hai Phong Polytechnic Vocational College started in the end of Secondly the findings are far less robust and representative as the findings of the PVT 2008-control group comparison because only 10 enterprises were surveyed for Hai Phong Polytechnic Vocational College and only 6 enterprises were surveyed for the control institute. So the findings just give hints for further improvements of the training. Because of the limited amount of surveyed enterprises a statistical significant control group comparison of the programmes results is not possible for these two institutes. 27

36 3.1 Occupational theoretical knowledge Table 20: Control group comparison of occupational theoretical knowledge Variable Group of TVET institutes N Average Value (Mean) Std. Deviation 1. Applied sciences (e.g. Hai Phong Polytechnic Voc. College mathematics, physics, chemistry) Hai Phong Control Institute Foreign language: English Hai Phong Polytechnic Voc. College Hai Phong Control Institute Engineering and manufacturing Hai Phong Polytechnic Voc. College technology Hai Phong Control Institute Production and processing Hai Phong Polytechnic Voc. College Hai Phong Control Institute Computers and Hai Phong Polytechnic Voc. College telecommunications Hai Phong Control Institute Administration and management Hai Phong Polytechnic Voc. College Hai Phong Control Institute Quality standards and legislations Hai Phong Polytechnic Voc. College Hai Phong Control Institute Transportation and storage Hai Phong Polytechnic Voc. College Hai Phong Control Institute Occupational health and safety Hai Phong Polytechnic Voc. College Hai Phong Control Institute Environmental protection and green technology Hai Phong Polytechnic Voc. College Hai Phong Control Institute Work ethics Hai Phong Polytechnic Voc. College Hai Phong Control Institute Diagram 13: Control group comparison of occupational theoretical knowledge Hai Phong Control Hai Phong The comparison of the occupational theoretical knowledge shows that all competency items are rated visibly higher for the control institute then the Hai Phong Polytechnic Vocational College, supported by the Programme Reform of TVET in Vietnam - esp. for: 2. Foreign language: English, 3. Engineering and manufacturing technology, 28

37 6. Administration and management, 7. Quality standards and legislations, 9. Occupational health and safety, 11. Work ethics. So the survey findings indicate a high need for improvement of the training in the Hai Phong Polytechnic Vocational College and the competency level of its graduates in general but in particular for the mentioned six competencies. 3.2 Occupational practical skills: Hard skills Table 21: Control group comparison occupational practical skills: Hard skills Variable Group of TVET institutes N Average Value (Mean) Std. Deviation 1. Handle and move materials, Hai Phong Polytechnic Voc. College tools, components, equipment, machines Hai Phong Control Institute Use measuring, testing and calibration equipment according to standard 3. Install, configure and operate machines, devices and equipment for production 4. Perform work operations in a production line according to set specifications 5. Assemble, mount, test equipment and/or machines, systems, components etc. 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc. 7. Use maps, plans, drawings, specifications Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Diagram 14: Control group comparison occupational practical skills: Hard skills Hai Phong Control Hai Phong

38 The comparison of the hard skills shows the same picture: The competency level of the graduates of the control institute is rated higher than the competency level of the graduates of the Hai Phong Polytechnic Vocational College for every item. The most visible differences exist for the following competencies: 1. Handle and move materials, tools, components, equipment, machines, 3. Install, configure and operate machines, devices and equipment for production, 4. Perform work operations in a production line according to set specifications, 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc., 7. Use maps, plans, drawings, specifications. So also for the occupational hard skills there is in general a very high demand for improvement of the training in the Hai Phong Polytechnic Vocational College and the competency level of its graduates but in particular for the above stated 5 competency items. 3.3 Occupational practical skills: Soft skills Table 22: Control group comparison occupational practical skills: Soft skills Average Std. Variable Group of TVET institutes N Value (Mean) Deviation Hai Phong Polytechnic Voc. College Collect, process, manage information Hai Phong Control Institute Teamwork Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Use mathematical procedures and techniques 4. Make decisions and solve problems 5. Organise, plan and prioritise work 6. Utilize computer technology, control equipment and software 7. Assist in delivery of training in the workplace 8. Apply occupational health and safety regulations, codes and practices 9. Promote and apply environmental protection and energy saving practices 10. Provide customer care services Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute

39 Diagram 15: Control group comparison occupational practical skills: Soft skills Hai Phong Control Hai Phong Similar to the comparison of the theoretical knowledge and the hard skills the comparison of the soft skills indicates that the competency level of the graduates of the control institute is rated higher than the competency level of the graduates of the Hai Phong Polytechnic Vocational College for every item. The most visible differences exist for the following competencies: 2. Teamwork, 4. Make decisions and solve problems, 5. Organise, plan and prioritise work, 6. Utilize computer technology, control equipment and software, 8. Apply occupational health and safety regulations, codes and practices, 10. Provide customer care services. Especially for the items 5, 6, 8 and 10 the differences between the Hai Phong Polytechnic Vocational College and the control institute are very high. This means that there is a dramatic demand for improvement esp. for these four competencies. The improvement of these competencies should be very high on the agenda in the process of training improvement in Hai Phong Polytechnic Vocational College. But also for the other soft skills the ratings of the enterprises show a high demand for improvement the competency level of the graduates of the Hai Phong Polytechnic Vocational College. 31

40 3.4 Working attitudes Table 23: Control group comparison working attitudes Average Std. Variable Group of TVET institutes N Value (Mean) Deviation Hai Phong Polytechnic Voc. College Reliability, accountability, responsibility Hai Phong Control Institute Integrity, respect Hai Phong Polytechnic Voc. College Hai Phong Control Institute Hai Phong Polytechnic Voc. College Commitment, loyalty, dedication Hai Phong Control Institute Accuracy, carefulness, Hai Phong Polytechnic Voc. College concentration Hai Phong Control Institute Discipline, tidiness, punctuality Hai Phong Polytechnic Voc. College Hai Phong Control Institute Cooperation, helpfulness Hai Phong Polytechnic Voc. College Hai Phong Control Institute Flexibility, adaptability Hai Phong Polytechnic Voc. College Hai Phong Control Institute Willingness to learn, career Hai Phong Polytechnic Voc. College orientation, ambition, motivation, Hai Phong Control Institute initiative Creativity, innovation Hai Phong Polytechnic Voc. College Hai Phong Control Institute Endurance, stress tolerance Hai Phong Polytechnic Voc. College Business etiquettes, demeanour Hai Phong Control Institute Hai Phong Polytechnic Voc. College Hai Phong Control Institute Diagram 16: Control group comparison working attitudes Hai Phong Control Hai Phong The comparison of the working attitudes show the most drastic picture: The competency level of the graduates of the control institute is rated higher than the competency level of the graduates of the Hai Phong Polytechnic Vocational College for every item. But the 32

41 differences of the ratings are very high! The most visible differences exist for the following competencies: 1. Reliability, accountability, responsibility, 3. Commitment, loyalty, dedication, 4. Accuracy, carefulness, concentration, 5. Discipline, tidiness, punctuality, 6. Cooperation, helpfulness, 8. Willingness to learn, career orientation, ambition, motivation, initiative, 9. Creativity, innovation, 10. Endurance, stress tolerance. Also for the working attitudes in general there is a high demand for the improvement of the training in the Hai Phong Polytechnic Vocational College and for the improvement of the competency level of its graduates but esp. for the above stated eight competency items. 3.5 Overall comparison group 4 and group 5 and conclusions Table 24: Total average value of the control group comparison group 4 and group 5 Variable Group of TVET institutes N Mean Hai Phong Polytechnic Voc. College Total Hai Phong Control Institute The comparison of Hai Phong Polytechnic Vocational College and its control institute indicated that the competency level of the graduates of Hai Phong Polytechnic Vocational College was (partially very much) below the competency level of the graduates of its control institute for every competency item. As the consequence the average value of all competences (in total) is much lower for Hai Phong Polytechnic Vocational College then the control institute (see table 21). A possible reason for the high differences could be biases because only 10 enterprises for Hai Phong Polytechnic Vocational College and 6 enterprises for Hai Phong Vocational School of Industry (control institute) were surveyed. So the results cannot be that robust as for the control group comparison of the PVT 2008 institutes and their control institutes. But beside the risk of the biases because of the small sample, the findings indicate a high demand for improvement of the training in the Hai Phong Polytechnic Vocational College. So the improvement of all competency categories the occupational theoretical knowledge, the occupational practical skills (hard and soft skills), but especially the working attitudes should be handled with very high priority within the process of improvement of the training in the Hai Phong Polytechnic Vocational College. 33

42 4 Comparison of LILAMA 2 Vocational College of Technology (Group 6) with Dong Nai Vocational College (control institute, Group 7) The control group comparison of the graduates competencies of the LILAMA 2 Vocational College of Technology (supported by the programme Reform of TVET in Vietnam) with the graduates competencies of Dong Nai Vocational College (control college of LILAMA2 Vocational College) is carried out in the same way as for the comparison of the previous institutes. And similar to the control group comparison of the two vocational institutes in Hai Phong it is not a (preliminary) results analysis like the PVT 2008-control group comparison. It is a baseline analysis because only some selected support measures for the LILAMA 2 Vocational College of Technology have been gradually introduced since 2011 and also for this comparison the findings are far less robust and representative as the findings of the PVT 2008-control group comparison because only 10 enterprises were surveyed for each institute LILAMA 2 and Dong Nai Vocational College. So again the findings just give hints for further improvements of the training and because of the limited amount of surveyed enterprises a statistical significant control group comparison of the programmes results is not possible for these two institutes. 4.1 Occupational theoretical knowledge Table 25: Control group comparison of occupational theoretical knowledge Variable Group of TVET institutes N 1. Applied sciences (e.g. mathematics, physics, chemistry) Average Value (Mean) Std. Deviation LILAMA Control institute LILAMA Foreign language: English LILAMA Control institute LILAMA Engineering and manufacturing technology LILAMA Control institute LILAMA Production and processing LILAMA Control institute LILAMA Computers and telecommunications LILAMA Control institute LILAMA Administration and management LILAMA Control institute LILAMA Quality standards and legislations LILAMA Control institute LILAMA Transportation and storage LILAMA Control institute LILAMA Occupational health and safety LILAMA Control institute LILAMA Environmental protection and green technology LILAMA Control institute LILAMA Work ethics LILAMA Control institute LILAMA

43 Diagram 17: Control group comparison of occupational theoretical knowledge LILAMA 2 Dong Nai Voc. College For the occupational theoretical knowledge the competency level of the graduates of the LILAMA 2 Vocational College is almost similar to the competency level of the graduates of Dong Nai Vocational College the differences are not that big, except of one item: 9. Occupational health and safety. Because the difference for this item is a discordant value which doesn t match with the differences of the other values it is likely that this value is a result of bias or coincidence. On the other hand the value can be interpreted as an indicator for a high demand for improvement in the field of occupational health and safety. The item 2 (foreign language: English) indicates a high demand for improvement as well (in both colleges LILAMA 2 and Dong Nai Voc. College). In general the results indicate a high demand for improvement in the field of occupational theoretical knowledge because all items range in the medium level (around 3 which means average) and since the LILAMA 2 Vocational College of Technology is a Center of Excellence the results of the competencies of its graduates should be also excellent (4 and above). 35

44 4.2 Occupational practical skills: Hard skills Table 26: Control group comparison of occupational practical skills: Hard skills Variable Group of TVET institutes N 1. Handle and move materials, tools, components, equipment, machines 2. Use measuring, testing and calibration equipment according to standard 3. Install, configure and operate machines, devices and equipment for production 4. Perform work operations in a production line according to set specifications 5. Assemble, mount, test equipment and/or machines, systems, components etc. 6. Maintain, overhaul/service, repair and/or replace equipment and/or machines, systems, components etc. 7. Use maps, plans, drawings, specifications Average Value (Mean) Std. Deviation LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA Diagram 18: Control group comparison of occupational practical skills: Hard skills LILAMA 2 Dong Nai Voc. College For the hard skills the results are quite homogenous: The competency level of the graduates of LILAMA 2 College is averagely slightly lower compared to the competency level of the graduates of Dong Nai Vocational College but almost similar. But again it has to be mentioned that in general the results indicate a high demand for improvement in the field of the hard skills because all items range in the medium level (around 3 which means average) and LILAMA 2 Vocational College of Technology as a Center of Excellence should have excellent graduates (competency level 4 and above). 36

45 4.3 Occupational practical skills: Soft skills Table 27: Control group comparison of occupational practical skills: Soft skills Variable Group of TVET institutes N Average Value (Mean) Std. Deviation 1. Collect, process, manage information LILAMA Control institute LILAMA Teamwork LILAMA Control institute LILAMA Use mathematical procedures and techniques LILAMA Control institute LILAMA Make decisions and solve problems LILAMA Control institute LILAMA Organise, plan and prioritise work LILAMA Control institute LILAMA Utilize computer technology, control equipment and software 7. Assist in delivery of training in the workplace 8. Apply occupational health and safety regulations, codes and practices 9. Promote and apply environmental protection and energy saving practices LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA LILAMA Control institute LILAMA Provide customer care services LILAMA Control institute LILAMA Diagram 19: Control group comparison of occupational practical skills: Soft skills LILAMA 2 Dong Nai Voc. College The survey results for the soft skills show a similar picture as for the hard skills: The competency level of the graduates of LILAMA 2 College is all in all slightly lower compared to the Dong Nai Voc. College. But again: In general there is the demand for improvement for the soft skills because all items range in the medium level and LILAMA 2 Vocational College should have excellent graduates (competency level 4 and above). 37

46 4.4 Working attitudes Table 28: Control group comparison of working attitudes Variable Group of TVET institutes N 1. Reliability, accountability, responsibility Average Value (Mean) Std. Deviation LILAMA Control institute LILAMA Integrity, respect LILAMA Control institute LILAMA Commitment, loyalty, dedication LILAMA Control institute LILAMA Accuracy, carefulness, concentration LILAMA Control institute LILAMA Discipline, tidiness, punctuality LILAMA Control institute LILAMA Cooperation, helpfulness LILAMA Control institute LILAMA Flexibility, adaptability LILAMA Control institute LILAMA Willingness to learn, career orientation, ambition, motivation, initiative LILAMA Control institute LILAMA Creativity, innovation LILAMA Control institute LILAMA Endurance, stress tolerance LILAMA Control institute LILAMA Business etiquettes, demeanour LILAMA Control institute LILAMA Diagram 20: Control group comparison of working attitudes LILAMA 2 Dong Nai Voc. College The results in the field of the working attitudes are slightly better for LILAMA 2 Vocational College then in the other competency categories: The average values of the competencies of the graduates of LILAMA 2 range between 3.33 (item 8) and 3.90 (item 4). And there are no big 38

47 differences between Dong Nai Vocational College and LILAMA 2. So in general the results indicate still demand for improvement in the field of the working attitudes because all items are still lower than 4. But the priority for the improvement of training in the LILAMA 2 Vocational College should focus on the fields of occupational theoretical knowledge and occupational practical skills (see above). 4.5 Overall comparison group 6 and group 7 and conclusions The overall comparison reflects the situation which is shown for every specific competency category: The competencies of the graduates of the LILAMA 2 Vocational College are in total slightly lower rated than the competencies of the control institute s graduates: Table 29: Total average value of the control group comparison group 6 and group 7 Variable Group of TVET institutes N Mean Total LILAMA Control institute LILAMA The results of this survey leads to the question: How comes that the average competency level of LILAMA 2 Vocational College of Technology is slightly lower than the Dong Nai College while LILAMA 2 is a Center of Excellence? There are the following explanations for that: As already mentioned the results of this comparison are not that robust as for the comparison of the VTI under PVT 2008 and their control institutes because of the low number of surveyed enterprises (N = 10 for each VTI, see table 29). Secondly it has to be highlighted again that this wave is a baseline analysis for LILAMA 2. Thirdly it also has to be mentioned again that the rating about the competency level are estimations of the surveyed enterprises which means that it can be assumed that the enterprises expectations about the competency level of graduates of a Center of Excellence are higher that their expectation about the competency level of a more average VTI. The following figures could provide the evidences for this assumption: The employment rate of the graduates of the LILAMA 2 college who were surveyed in the tracer study survey, wave 2012/2013 (carried out by the Programme Reform of TVET in Vietnam as well) was 100% which means all the surveyed graduates have found employment after one year (see Tracer Study Report of the Wave 2012/2013). Another important figure is the average entry wage which was analysed in this survey in part III of this report, chapter 2: The average entry income of the graduates of LILAMA 2 was with 5.31 Million Vietnamese Dong visibly higher the all the other groups (see table 5, p. 12). But nevertheless the survey results lead to the final conclusion for the LILAMA 2 Vocational College: As it is mentioned above the survey results indicate in general a high demand for improvement of training at LILAMA 2 Vocational College of Technology because since the LILAMA 2 College is a Center of Excellence the results of the competencies of its graduates should be also excellent (4 and above). 39

48 V ENTERPRISE S SATISFACTION WITH TVET GRADUATES 1 Enterprises satisfaction by occupation: Comparison of surveyed and not surveyed institutes In this chapter it will be analysed to what extend the enterprises are satisfied with the qualification of the newly hired TVET graduates form the surveyed institutes: The enterprises should give a feedback how many the newly hired graduates from the surveyed TVET institutes fulfil their qualification requirements. To gain more detailed insights, this question will be analysed firstly by the surveyed occupations. Secondly the enterprises were asked to compare their satisfaction with the graduates of the surveyed institutes with their satisfaction with TVET graduates their hire from other (not surveyed) institutes to get more specific information about the results of the training of the supported (and control) institutes. The enterprises rated their satisfaction on a 5-level-Likertscale (5 completely fulfil requirements, 1 fulfil requirements not at all). In the table are the average values of the enterprises satisfaction with the graduates of the surveyed institutes listed by occupation (grey rows) and for each of the seven groups of TVET institutes the enterprises ratings of their satisfaction with TVET graduates of other (not surveyed) institutes are placed below (white rows). Table 30: Level of fulfilment of training requirements of enterprises Average value by group of TVET institutes 1 Metal cutting 2 Welding 3 4 Mechanical Industrial Equipment electrics Installation 5 Industrial electrical installation & control technology 6 Mechatronics 7 Industrial electronics 8 Fashion garment 9 Fashion design 1. Promotion of TVET Other institutes PVT Other institutes Control PVT Other institutes LILAMA Other institutes Control LILAMA Other institutes Hai Phong Other institutes Control Hai Phong Other institutes Total Total other institutes Total 40

49 The survey results which are summarised in the table above show that: - The results for the surveyed VTI range are on a quite good level: between average (3.35) and good (4.00). - All surveyed institutes were better rated then the other not surveyed VTI. - The ratings show that the graduates of the VTI supported by PVT 2008 were rated almost good by the surveyed enterprises (3.79). This is a positive result. But referring to the results indicator 1 of the Programme Reform of TVET in Vietnam there is a target value of 4 defined for the level of satisfaction of the enterprises with the graduates form the VTI supported by PVT That s why there is still a further consolidation need for the VTI under PVT The level of satisfaction for the supported schools LILAMA 2 Vocational College of Technology and Hai Phong Polytechnic Vocational College ranges between average and good (LILAMA 2: 3.70, Hai Phong: 3.35). But as it was mentioned earlier this current survey is a baseline survey for these two institutes. So the results just indicate the need for the improvement of the demand orientation of training in these institutes to satisfy the enterprises, which mostly hire their graduates. Finally it has to be mentioned the quite high level of satisfaction of the enterprises corresponds with the results of the competency analysis (see part IV of this report) but it is not clear how it correspond with the quite high amount of retraining days (see part III, chapter 5). This leaves still some open questions such as: How far are the enterprises satisfied with the graduates qualification on the level between average and good and why they invest still so much time in retraining? Does it mean that they reduce their retraining only when the satisfaction level of very good (level 5 on the scale) is reached? And why do the enterprises provide such a high amount of retraining days when on the other hand they rate the competencies of the graduates as quite good? These questions have to be analysed in more detail in the next waves of the survey. 2 Analysis of the programme components results indicators 2.1 PVT 2008 It was mentioned in the chapter 1 that the following indicator is an important reference point for the monitoring of the programme component: - 75% of the enterprises that recruited graduates of the supported training courses confirm that graduates qualifications meet their requirements (by the end of the programme component). To be able to measure this indicator the enterprises were asked to what level the graduates qualifications meet their requirements. They rated this level on a 5-level-Likert-scale (5 - completely, 4 - mostly, 3 average, 2 mostly not, 1 not at all). The share of answers with the minimum rating of 4 is counted as confirmation that the level the graduates qualifications meet their requirements: 41

50 Table 31: Share of enterprises that recruited graduates of the supported training courses confirm that graduates qualifications meet their requirements Number of answers of enterprises (N) total 47 Number of enterprises with rating 4 (mostly) 32 Number of enterprises with rating 5 (completely) 3 Share of enterprises with rating minimum 4 in % The table shows that already 74,47% of the enterprises already confirm that the level the graduates qualifications meet their requirements by now. 2.2 Hai Phong For the vocational college of Hai Phong the following indicator is an important reference point for the monitoring of the programme: - 75% of the enterprises that recruited graduates of the supported training courses (CNC metal cutting) confirm that graduates qualifications meet their requirements (by the end of the programme component). It is not possible to collect and analyse data referring to this indicator by now because the supported training for CNC metal cutting hasn t start yet and there are consequently no enterprises which hired graduates of this training. The interviewed enterprises hired graduates of other training courses of this college. The results for these other training courses are calculated in the same way as for PVT Table 32: Share of enterprises that recruited graduates of the supported training courses confirm that graduates qualifications meet their requirements Number of answers of enterprises (N) total 10 Number of enterprises with rating 4 (mostly) 5 Number of enterprises with rating 5 (completely) 0 Share of enterprises with rating minimum 4 in % The table shows that 50% of the enterprises confirm that the level the graduates qualifications (from the other training courses) meet their requirements in this current baseline survey. VI LESSONS LEARNT, CONCLUSIONS AND RECOMMENDATIONS 1 Lessons learnt from the enterprise survey wave 2013 The enterprise survey implementers and the NIVT researchers made the experiences that it is quite complex to carry out such a survey. That s why it is recommended that the vocational training institutions participated in the survey integrate the activities which cover all the needed steps for the implementation of the survey into their yearly activity planning (sampling, contacting of the enterprises, interviewing, transferring the data into the excel templates and data analysis). 42

51 The enterprise survey implementers in the VTI should also multiply their knowledge on enterprise implementation to selected colleagues to minimise the risk that the survey cannot be carried out sustainably in future because of the shortage of adequately trained staff. Furthermore it is strongly recommended to continue to explain the purpose of the survey and also the role of the enterprises very carefully to the enterprises, because it is expected that the enterprises will increase their efforts in the implementation of the survey when they see the benefits of it: A higher supply of TVET graduates who are better trained according to their requirements. For GDVT, the scale of enterprise survey should be expanded nationwide in order to get the overall picture of labour market in Viet Nam and the difference between graduates competencies in comparison with the requirement of enterprises so that GDVT/MoLISA can steer the TVET system according to the demand of the industry. 2 Conclusions and recommendations Labour demand of the surveyed enterprises: The results of this survey show a significant labour demand by the interviewed enterprises especially in the occupations metal cutting, welding, mechanical installation engineering, industrial electric and garment. But as it was mentioned in the part II, chapter 2 in this report the particular distribution of labour demand is not representative for the general labour market situation in Vietnam because the survey only focussed on enterprises that employ graduates in these occupations. The actual high information value is in the specific figures: These figures give the VTI who train in these occupations a good general orientation about the labour market needs. It is strongly recommended that the VTI which participated in the survey, analyse the labour demand individually and maintain the contacts to the surveyed enterprises and support the job application and placement process of their graduates. 149 of the 206 enterprises mentioned difficulties in recruiting adequately qualified workers (see part II of the report, chapter 3). As the most important reason for these recruitment difficulties the surveyed enterprises mentioned a lack of adequately qualified workers in the local area (64% of the surveyed enterprises) (see part II of the report, chapter 4). These two survey results highlight a high need for demand oriented vocational training in Vietnam. Employment and training in the surveyed enterprises: A second crucial survey outcome is the amount of retraining the surveyed enterprises have mentioned: On average they spend 31.4 days on retraining their newly hired graduates from the surveyed VTI. But the amount of retraining days differs quite a lot: Highest amount of 105 retraining days for the more complex occupation mechatronics (group 2) versus only 12 retraining days for the occupations welding (group 7). But the number of retraining might also depend on company specific production/service standards and might be affected by individual requirements of the surveyed firms. So this indicator is more indirect. But it shows that in general the enterprises spent a high number of days on retraining. That s why it has at this point in time to be concluded there is overall still a high need to improve the demand orientation of training in the surveyed VTI. 43

52 Competencies of graduates: The competency level of the graduates of the surveyed vocational training institutes was in general below the set competency requirements of the enterprises in all analysed competency categories (occupational theoretical knowledge, occupational practical skills and working attitudes) but the difference was not that big. Therefore the survey results indicate the need for improvement of all the surveyed competencies of the graduates of the surveyed institutes. To draw a more detailed picture the competency level of the graduates was compared between different groups of vocational training institutes: 1) The institutes supported by the programme component PVT 2008 (group 2) were compared with matched control institutes (group 3). The survey results showed that all the evaluated competencies of the graduates of the VTI supported by PVT 2008 were for almost all items higher rated then the competencies of the graduates of the control institutes. But the difference is also still quite little. The results for a few items which are mainly in the category occupational theoretical knowledge approve that the competency level of the graduates of the supported institutes is significantly higher than the graduates competency level of the control VTI. These results are not surprising because it is a common experience in the context of development projects (in the TVET sector) that it is easier and faster to transfer technical knowledge. The next step that the students and graduates transfer that knowledge into practical skill is more difficult and takes time. That s why the (intended) change of individual human attitudes and behavior is much more of a long term process (see e.g. Braun 1993, p. 18f., Stockmann 2008, p. 94ff.). It is expected that changes in the attitudes/behaviour will be observed at a later stage. But all in all the results approve already preliminarily the effectiveness of the programme. The next waves will show if the further collected results will be more visible and significant. 2) The comparison of the Hai Phong Polytechnic Vocational College (supported by the Programme Reform of TVET in Vietnam, group 4) with Hai Phong Vocational School of Industry (control institute, group 5) showed a completely different picture. Almost all competencies of the graduates of the control institute were visibly higher rated than the competencies of the graduates of the Hai Phong Polytechnic Vocational College. And the differences were from time to time quite big. But because of the small sample (10 enterprises for Hai Phong Polytechnic Vocational College and 6 enterprises for the control institute) the survey results are not the reliable and robust like the results for the comparison of the PVT 2008 institutes with its control institutes. But nevertheless the survey results show a very high demand for improvement of all surveyed competencies of the graduates of the Hai Phong Polytechnic Vocational College and of course the demand for improvement of the training in this college. 3) The comparison of the LILAMA 2 Vocational College of Technology (supported by the Programme Reform of TVET in Vietnam, group 6) with its control institute, the Dong Nai Vocational College (group 7) indicates that the competencies of the graduates of the LILAMA 2 College are in general slightly lower rated than the competencies of the control institute s graduates. But the difference is very little. The overall results for the competency level of the 44

53 graduates from LILAMA 2 College (the average value is rated 3.28) are still in the medium level. But since the LILAMA 2 Vocational College of Technology is a Center of Excellence in Vietnam the results of its graduates should be also excellent (4 and above). That s why the survey results indicate in general a high demand for improvement of training at LILAMA 2 Vocational College. Satisfaction of enterprises with the qualification of the graduates of the surveyed VTI: Here the survey results showed that firstly the satisfaction of the enterprises with the qualification of the graduates from the surveyed VTI is on a quite good level range: between average (3.35) and good (4.00). Secondly the ratings indicate that graduates of the VTI supported by PVT 2008 were rated almost good by the surveyed enterprises (3.79). This is a very positive result. But referring to the results indicator 1 of the Programme Reform of TVET in Vietnam there is a target value of 4 defined for the level of satisfaction of the enterprises with the graduates form the VTI supported by PVT That s why there is still a need for improvement for the VTI under PVT Thirdly the survey should evaluate the result indicator of the programme component PVT 2008: 75% of the enterprises that recruited graduates of the supported training courses confirm that graduates qualifications meet their requirements (by the end of the programme component). The survey results show that 74,47% of the enterprises already confirm that the level of the graduates qualifications meet their requirements by now. This is a very positive result but nevertheless it still indicates a need for a further consolidation of the VTI under PVT

54 REFERENCES Almlund/Duckworth/Heckman/Kautz (2011): Personality psychology and economics. In: Hanushek/Machin/Woessmann (Eds.): Handbook of the economics of education. Amsterdam, p Braun, G. (1993): Nachhaltigkeit, was ist das? Definitionen, Konzepte, Kritik. In: Stockmann, R./ Gaebe, W. (Ed.): Hilft die Entwicklungshilfe langfristig? Bestandsaufnahme zur Nachhaltigkeit von Entwicklungshilfeprojekten. Opladen, p Cunha/Heckmann/Schenach (2010): Estimating the technology of cognitive and non-cognitive skill formation. Econometria, 78/3, p Erpenbeck/v. Rosenstiel (2003): Einführung. In: Erpenbeck/v. Rosenstiel (Eds.): Handbuch Kompetenzmessung: Erkennen, verstehen und bewerten von Kompetenzen in der betrieblichen, pädagogischen und psychologischen Praxis. Stuttgart, p. IX-XL GSO (2013): Quartely Employment Survey. 4 th Quarter 2013 GSO (2014): Quartely Employment Survey. 1 st Quarter 2014 Horn (2014): M&E concept of the Programme Reform of TVET in Vietnam. Hanoi Hutter (2004): Kompetenzfeststellung Ein Weg zur erfolgreichen Vermittlung in Ausbildung und Arbeit. Darmstadt Kluve/Ehlert RWI (2013): TVET for labor market needs Implementing an Enterprise Survey in Vietnam. Internal concept paper. MoLISA (2014): Tài liệu chỉ đạo nghiệp vụ Điều tra Lao động, tiền lương và nhu cầu sử dụng lao động trong các loại hình doanh nghiệp năm Hanoi MoLISA (2008): Decision on principles and procedures of elaboration and issuance of national occupational standards. Decision No. 09/2008/QĐ-BLĐTBXH. Hanoi MoLISA (2013): Decision on approving the plan for implementing Prime Minister's decision No. 371/QĐ-TTg issued on 28 th February Decision No. 1474/QĐ-LĐTBXH Siegel, S. (2001): Nichtparametrische statistische Methoden. Eschborn Stockmann, R. (2008): Evaluation and Quality Development: Principles of Impact-Based Quality Management. Frankfurt/M. a. o. Worldbank (2013): Skilling Vietnam: Preparing the workforce for a modern market economy. Vietnam Development Report Hanoi 46

55 VII ANNEX 1 Selected photos of the phases of ES preparation and implementation Photo 1: The experts of the Programme Reform of TVET in Viet Nam in discussion with the representatives of DoLISA Bac Ninh during the field trip on the 13 th of March 2012 in Bac Ninh Photo 2: Expert in meeting with the director of Kinh Bac joint stock company on the 13 th of March 2012 in Bac Ninh 47

56 Photo 3: Presentation of Prof. Dr. Jochen Kluve in the workshop on development of an Enterprise Survey (ES) Concept on the 16 th of March 2012 in Ha Noi Photo 4: Representatives of TVET institutes, VCCI, enterprises and GDVT discussing the ES implementation prerequisites from a policy and an institutional perspective Workshop on the 16 th of March 2012 in Ha Noi 48

57 Photo 5: The participants of the Kick-off Workshop for ES implementation on the 13 th of August 2013 in Ha Noi Photo 6: Assoc. Prof. Dr. Tien, director of NIVT/GDVT during his opening speech in the Kickoff Workshop for ES implementation on the 13 th of August 2013 in Ha Noi 49

58 Photo 7: Dr. Christoph Ehlert presenting the complex ES concept in the Kick-off Workshop on the 13 th of August 2013 in Ha Noi Photo 8: Ms. Phung Le Khanh, researcher of NIVT sharing experiences of NIVT from the implementation/involvement in previous ES in Viet Nam during the Kick-off Workshop Photo 9: Dr. Steffen Horn, CIM-IE, NIVT was presenting the implementation plan of ES in the framework of the Programme Reform of TVET in Viet Nam during the Kick-off Workshop 50

59 Photo 10: Dr. Nguyen Thi Lan Huong, director of ILSSA/MOLISA stressing the importance of the ES in the Kick-off Workshop. ES will provide vital information about supply and demand of the labour market. Photo 11: Dr. Nguyen Quang Viet, vice director of NIVT/GDVT highly appreciated the questionnaire of the ES with its competency items in the Kick-off Workshop Photo 12: Assoc. Prof. Dr. Dang Van At, director of Ha Tinh Vietnamese-German Vocational College presenting the results of the group discussion in the Kick-off Workshop Photo 13: Mr. Nguyen Ngoc Minh, vice director of An Giang Vocational College presenting the results of the group discussion in the Kick-off Workshop 51

60 Photo 14: Ths. Nguyen T. Bich Ngoc, Sr. programme officer of the Programme Reform of TVET in Viet Nam providing the training part on interviewing skills in the basic training course on Interviewing skills and Survey data management software from 14 15/08/2013 in Ha Noi Photo 15: Participants of the basic training course conducting a role play as employer and interviewer to practice the interviewing skills in the basic training course 52

61 Photo 16: Mr. Hanno Knaup, Technical Advisor of the Programme Reform of TVET in Viet Nam and Dr. Christoph Ehlert, RWI expert handing over certificates to the participants of the basic training course Photo 17: Participants of the basic training course at Hanoi University of Technology 53

62 Photo 18: The trained researcher of MIVT provides advisory service to ES implementer of Thai Nguyen Mecha-electrical and Metallurgical Vocational College during interviewing with the representative of Nui Phao mining company limited Photo 19 & 20: Experts of NIVT and GIZ provide advisory service for ES implementer of LADEC Technology and Technical Vocational College during conducting interview with the presentative of Delta beverage corporation. 54

63 Photo 21: Mr. Hanno Knaup, Technical Advisor of the Programme Reform of TVET in Viet Nam giving opening speech in the advanced training course on in-depth data analysis and ES report writing on the 28 th of July 2014 in Ha Noi Photo 22: Mr. Ba Dong, trained researcher of NIVT as trainer in the advanced training course guiding participants to analysis data Photo 23: Mr. Nguyen Trung Kien, participant from Nam Dinh University of Technology Education presenting the results of his data analysis exercise in the advanced training course 55

64 Photo 24: Assoc. Prof. Dr. Cao Van Sam, vice director of GDVT holding the opening address in the workshop on the results of the ES and Lesson Observation wave 2013 on the 29 th of July 2014 in Ha Noi Photo 25: Participants of the workshop on the results of the ES and Lesson Observation wave

65

66 Programme Reform of TVET in Viet Nam

67 Photo 26: Assoc. Prof. Dr. Mac Van Tien presenting the results of the ES wave 2013 Photo 27: Ms. Phung Le Khanh, researcher of NIVT presenting the lesson learnt of the ES wave 2013 Photo 28: Dr. Steffen Horn, CIM IE presenting the results of the Lesson Observation wave 2013 Photo 29: Mr. Nguyen Quoc Hieu, ES implementer from Bac Ninh Construction and Mecha-electrical Vocational College sharing experiences in the successful implementation of ES at institutional level 57

68 Photo 30: Participants discussing about the usage of the ES results for the improvement of training quality at TVET institutes Photo 31: Dr. Bui Duc Tu, director of Ninh Thuan Vocational College presenting the results of the group work Photo 32: Ms. Nguyen T Bich Ngoc, Sr. Programme Officer in-charge of M&E of the Programme Reform of TVET in Viet Nam summarizing the reached agreements of the participants on multiplication, the usage of the ES results and the implementation of the next ES wave 2 Questionnaire Photo 33: Mr. Hanno Knaup, Technical Advisor of the Programme Reform of TVET in Viet Nam giving closing remark in the workshop on the results of ES and LO wave

69 2. Questionnaire 59

70 60

71 61

72 62

73 63