Vietnam Country Director:
Minh Chau Nguyen
Student Recruitment Manager
RMIT University Vietnam
An overview of Vietnamese high school student's program choice in 2016
Key highlights of the 2016 HCMC Centre of Labour Forecasting career survey conducted with 120 high schools in Ho Chi Minh City:
Table 1: Career Trends of High School Students (HCM city) in 2016
|2||Business - Services||23%|
University accounted for the highest percentage of 87.00% Bachelor degree; 7.00% college degree and middle - ranking took 6.00%.
Table 2: Trend of Level of Education (HCM city) in 2015 & 2016>
|Education / Degree||2015||2016|
With the increasing need in Vietnam, and Ho Chi Minh City in particular, for a proper training program for Education Practitioners, the HCCEPD has been approved to start its operations by end of March. Up to this current time, there isn’t a professional training program for this important group of professionals who can provide career education for students at different levels of studies from secondary school up to university. The complete course consists a 7 days training of total 45 hours. The proposal received strong interest from the public sector. It hopes to train up 200 professionals in 2017.
In this update we would like to share a few key highlights in Vietnam in secondary education. They have created significant impact on Career Guidance Activities in Vietnam and required a shift in focus for practitioners and organizations when engaging with students from the high school sector.
Vietnam Ministry of Education and Training (MOET) focuses to foster sciences and technology education through student activities and contests
MOET plans to achieve its goal of fostering and improving research and learning activities in science, technology engineering and mathematics (STEM) subjects at HS through the following:
The National Foreign Languages 2020 project (2008-2020) and new regulations around compulsory and elective subjects for the Grade 12 graduation exam
The Vietnamese education system, from primary through high school, is strongly influenced and driven by the new direction of the National Foreign Languages 2020 project (2008-2020). The project's aim is to improve the English ability of Vietnamese students at all levels from primary to tertiary.
To facilitate the implementation of the regulations, MOET issued an English qualification framework. It consists of six levels and requires students to be at level 3 (B1) when they graduate from high school. It also focuses on teaching mathematics and some science subjects in English.
High School teachers are required to submit an IELTS certificate of 6.5 or alternatively to attend an intensive six-month English course created by MOET.
New Grade 12 graduation exam and new university entry requirements (2014-2015)
In the academic year 2014-2015, Vietnamese high school students could enroll in up to four universities using their high school graduation results for four continuous intakes (August, September, October and November).
As a result, most students gained a place in a university or college but not necessarily in their preferred program. A second result was that most local universities were able to fill seats but did not get the top quality students that they were expecting.
Toward a More Student-Centered Career Guidance in Secondary Education in Vietnam by Nguyen Thi Chau and Filip Lenaerts
The Flemish Association for Development Cooperation and Technical Assistance (VVOB) is a non-profit organization that, by order of the Belgian and the Flemish Government, contributes to the improvement of the quality of education in developing countries. VVOB has been working in Vietnam since 1992. Its initial approach of sending hands-on experts in education and agriculture to local Universities and Colleges gradually transformed into a more results-based approach, focusing on institutional capacity development. Building on the experience of the 2008-2010 Education and Agricultural Extension Programs, VVOB launched a Career Guidance Program in 2011 to support the enhancement of Study and Career Guidance in secondary education in Vietnam. Since 2014, VVOB is specializing in education and is focusing on Early Education in Vietnam, complemented with a 2014-2015 extension of its work in Career Guidance.
The Career Guidance Program targets teachers, school leaders and parents of secondary students. The operational partners are the Departments of Education and Training and Women's Union in Nghe An and Quang Nam provinces, as well as the Department of Teachers and Educational Administrators of the Ministry of Education and Training (MOET) and the Vietnam Women's Union at the national level. Study and Career Guidance in secondary education in Vietnam follows two tracks: (i) Career Orientation is provided through specific periods and extra-curricular activities; and (ii) vocational taster courses, called education for general professions, are delivered at secondary schools and Centers for Vocational Education and Career Orientation.
When VVOB launched its Career Guidance Program, a situation analysis showed that materials on Career Guidance were outdated, teachers were not trained on providing Career Guidance and parents, based on their own preferences, were deciding on career choices for their children. In this context, students' interests and capacities were marginally considered. Following a review of current policies and guidelines, international and national experiences and a search for existing expertise in the country, VVOB supported the provincial partners in developing their own vision of Career Guidance.
This Career Guidance vision provides a reference framework for the integration of program interventions and reference materials. With a strong expertise in supporting education for development, VVOB Vietnam focuses on capacity development of its partners to develop contextualized materials, support career guidance practice in secondary schools and support and enhance skills of provincial core group trainers in charge of training teachers, school leaders and women's club facilitators. We have started from commonly used and validated Career Guidance theories and translated these into practices through easy-to-use instruments and tools. To date, six different Career Guidance resources and three supportive DVDs were developed for school leaders and secondary teachers. These materials are used by provincial partners to facilitate different modalities to guide students in their study of career choices in line with four main "career guidance paths" as guided by MOET. In addition to the training materials developed, an online portal for Career Guidance has been set up to provide information and support on study and career choices: www.emchonnghegi.edu.vn.
Following almost three years of program implementation, approximately 28,000 secondary teachers, including 17,260 female teachers, have received some level of training in Career Guidance through the provincial Departments of Education and Training. The model of "Education and Life Clubs," used by the provincial Women's Union to deliver Career Guidance activities to parents, has been recognized by the national Women's Union as a best practice. From 2013 onwards, Study and Career Guidance has been taken up by the national Women's Union as an important subject for enhancing parenting skills of mothers and fathers. The National Program for 5 million mothers has added the study of career guidance activities of Education & Life Clubs to the list of regular activities for all provinces.
Building on the initial success of the 2011-2013 program, VVOB Vietnam has committed to support the partners in further improving Career Guidance in Vietnam in the next two years. The extension will focus on sustainability of earlier achieved results in three ways: (i) by supporting in-depth institutionalization of technical knowledge built among partners and their core groups, including gender mainstreaming; (ii) by enlarging the reach of this student-centered, gender-sensitive Career Guidance approach to a nation-wide scope; and (iii) by documenting and sharing innovative practices in secondary schools.
New materials on career guidance developed by the program in collaboration with partners
Teachers sharing experiences in