KEY PERFORMANCE INDICATORS FOR TVET QUALITY SECTOR MONITORING AS INPUT FOR TVET REFORM PROCESSES - EXPERIENCE FROM VIETNAM -

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1 KEY PERFORMANCE INDICATORS FOR TVET QUALITY SECTOR MONITORING AS INPUT FOR TVET REFORM PROCESSES - EXPERIENCE FROM VIETNAM - Assoc. Prof. Dr. Mac Van Tien Director National Institute for Vocational and Training Jakarta, 1-2 April, 2014

2 VIET NAM Location: Southeast Asia Capital: Hanoi Population: 90 million (2012) - Male : 49% - Female : 51% Labor force 52 million (2012) - Industry 22.7% - Agriculture 48.7 % - Services 28.6 %

3 Content Vocational training quality and arising concerns Some M&E indicators for output s quality Use of M&E information and data for TVET reform processes 3

4 Vocational training quality and arising concerns Background: In 2013, population in Vietnam reached over 90 million people, of which rural population accounted for 70% Labor force reached over 52 million people Over 30% of laborers were under the age of 30 Rural laborers accounted for 51% of total labor force

population accounted for 70% Labor force reached over 52 million people Over

5 Vocational training quality (cont.) Currently training quality is an objective requirement to improve the quality of human resource for the economy. In general, the quality of the education and training system of is still limited. The graduates of the TVET institutions still lack lots of skills, beside practical skills especially the soft ones Many graduates do not satisfy requirements of enterprises. Improvement of training quality is an urgent task of all TVET institutions

In general, the quality of the education and training system of is still limited.

6 Vocational training quality (cont.) So what is training quality and how to measure it? In Vietnam, VT quality is understood as (i) the general quality of the whole VT system and (ii) the quality of outputs, which means the graduates qualifications after the graduation. The general quality is compared to the standards stipulated by the training objectives, contents and programs set by the TVET institutions. There is a set of criteria and standards of Vocational training Accreditation for TVET institutions

means the graduates qualifications after the graduation.

7 Vocational training quality (cont.) The criteria and standards of VT Accreditation for TVET institutions includes: a) Objectives and mission b) Organization and management c) Teaching and learning activities d) Teachers and managerial staff đ) Training programmes and syllabus e) Library g) Infrastructure, teaching equipment and facilities h) Financial management i) Services for vocational trainees

mission b) Organization and management c) Teaching and learning activities d) Teachers and

8 Some M&E indicators for output s quality Background: There are a number of different approaches. In several recent years, in the frame of Vietnamese-German Programme Reform of TVET in Viet Nam NIVT in collaboration with GIZ in Vietnam, RWI and TVET institutes has developed and carried out a complex concept with two pillars for monitoring and evaluating outcomes of TVET training: assessment from graduates via tracer studies and assessment from employers via enterprises surveys.

with GIZ in Vietnam, RWI and TVET institutes has developed and carried out a complex concept with two pillars for

9 Some M&E indicators for output s quality (cont.) Supply Assessment from TVET Graduates Demand Assessment form Enterprises Tracer study: -> Graduates employment -> Satisfaction with training (relevance & sufficiency of the training) Enterprise survey: -> satisfaction with TVET graduates qualification (knowledge, skills and attitude) TVET Institutes MoLISA / DoLISA / GDVT

Graduates employment -> Satisfaction with training (relevance & sufficiency of the training)

10 In terms of professional knowledge There are 10 indicators: 1- Basic knowledge 2- Foreign language (English) 3-Knowledge of technique and production technologies 4- Knowledge of production and processing 5- Knowledge of informatics 6- Knowledge of administration 7- Understandings of quality regulations and standards 8- Knowledge of health, labor safety 9-Knowledge of green technologies and environmental protection 10- Industrial morality.

informatics 6- Knowledge of administration 7- Understandings of quality regulations and standards 8- Knowledge

11 Enterprises requirements for graduates professional knowledge Note: green color: enterprises requirements for the graduates qualifications Red color: Qualifications of the graduates

6 Note: green color: enterprises requirements for the graduates

12 Enterprises requirements for graduates professional knowledge Some indicators with big gaps: 2. Foreign language: English: 2.73/ Production technique and technologies: 3.43/ Knowledge of administration: 3.07/ Understandings of Regulations and standards on quality: 3.37/4.29

Production technique and technologies: 3.43/4.31 6.

13 In terms of practical skills There are 7 indicators, including: 1- Controlling and moving materials, equipment, facilities, parts and machines; Using equipment for measuring and inspection. 3- Installing and operating types of machines equipment and tools; 4-Working within the production chain. 5-Installing, inspecting equipment, the system and parts etc. 6- Maintaining, repairing and replacing equipment. 7- Using maps, figures and technical drawing.

3- Installing and operating types of machines equipment and tools; 4-Working within the production chain.

14 Requirements of enterprises for practical skills Note: Yellowcolor: enterprises requirements for the graduates qualifications Red color: Qualifications of the graduates

0 1 2 3 4 5 6 7 Note: Yellowcolor: enterprises requirements for the

15 Requirements of enterprises for practical skills Some indicators with big gaps: 2. Using equipment for measuring and inspection: 3.53/ Maintaining, repairing and replacing equipment: 3.51/ Using maps, figures and technical drawing: 3.30/4.16

Using equipment for measuring and inspection: 3.53/4.31 6.

16 In terms of soft skills There are 10 indicators: 1.Collecting, treating and managing information 2. Working in group 3. Applying technique and procedures 4. Making decision and solving problems 5. Organizing, planning and arranging priorities at work 6. Applying information technology; 7. Assisting training and education at work 8. Applying regulations on labour safety 9. Taking actions to save energy and protect environment 10. Providing customer services

Organizing, planning and arranging priorities at work 6. Applying information technology; 7.

17 Requirements of enterprises for graduates soft skills Note: green color: enterprises requirements for the graduates qualifications Red color: Qualifications of the graduates

18 Requirements of enterprises for graduates soft skills Some indicators with big gaps: 2. Working in group: 3.57/ Making decision and solving problems: 3.30/ Organizing, planning and arranging priorities at work: 3.41/ Taking actions to save energy and protect environment: 3.50/4.25

Making decision and solving problems: 3.30/3.98 5.

19 Conclusion of the surveys Firstly, the graduates from TVET institutions in Vietnam have significantly met the requirements of enterprises in terms of qualifications and skills, although the level of requirements is different Secondly, via these evaluation indicators, the TVET institutions are able to thoroughly understand the strong and weak points of their products- outputs so that they will adjust their training activities, especially the combination between theory and practice skills for students. These monitoring and evaluation indicators have been only piloted through research activities. Thus, it needs to continue being piloted, revised and refined for future official application in other sectors like commerce or services.

products- outputs so that they will adjust their training activities, especially the combination between theory and practice skills for students.

20 TVET REPORT In cooperate with experts of BIBB and GIZ to produce the annual National TVET Report The first TVET Report was launched in the Regional TVET Conference (Hanoi, 2012) and the second one completed. The Report is a monitoring tool for implementation of National TVET Development Strategy and other key legal TVET documents. It then facilitates the policy making process and promote scientific researches in TVET area. The cooperation with BIBB and GIZ will be continued for developing and further improving quality of the next TVET Report.

The Report is a monitoring tool for implementation of National TVET Development Strategy 2011 2020 and other key legal TVET documents.

21 Thank you for your attention!

Year 2001 2002 2003 2004 2005. Growth rate 6.9% 7.08% 7.34% 7.69% 8.4% GDP/capita US$ 410 US$441 US$482 US$514 US$638

Year 2001 2002 2003 2004 2005. Growth rate 6.9% 7.08% 7.34% 7.69% 8.4% GDP/capita US$ 410 US$441 US$482 US$514 US$638 introduction of Sustainable career development throughout working life in vietnam Mr. Do Nang Khanh Deputy Director, Department of Vocational training quality Accreditation, General Department of Vocational