Restructuring vocational education institutions of Ho Chi Minh City

solved in terms of economic and political science about the restructuring of vocational education institutions in Ho Chi Minh City. Therefore, the dissertation topic is not duplicated with published scientific works. From systematizing, analyzing, researching documents, domestic and foreign research, the graduate student has partly clarified the main research results of typical research related to Thesis topic, which can selectively inherit contents. At the same time, it is also clear that the scientific gaps that the dissertation needs to focus on are: The dissertation clarifies the theoretical basis of restructuring vocational education institutions, assessing the status of the restructuring of institutions. Ho Chi Minh City Department of Vocational Education, proposing goals, perspectives and solutions to restructure vocational education institutions of Ho Chi Minh City in the coming time. Chapter 2 THE BASIC THEORY OF THEORETICAL AND PRACTICAL ISSUES OF RESTRUCTURING PROFESSIONAL EDUCATION INSTITUTIONS OF HO CHI MINH CITY AND EXPERIENCE 2.1. General issues on vocational education and restructuring of vocational education institutions 2.1.1. Concepts, characteristics and role of vocational education 2.1.1.1. Career education concept Vocational education is a learning level of the national education system aimed at training elementary, intermediate, college and other vocational training programs for workers, which are conducted according to the The two forms are formal training and regular training. 2.1.1.2. Vocational education characteristics Firstly, vocational education is a part of the national education system that includes training at vocational colleges, vocational secondary schools and elementary vocational schools. Secondly, vocational education is diversified in occupations, directly affected by the needs of socio-economic development and the job market. Thirdly, vocational education is managed by many clues, from many levels, with different contents and programs. Fourthly, vocational education is highly socialized, attracting the State, enterprises and investment institutions. 2.1.1.3. The role of vocational education Firstly, vocational education contributes to human resource training, improving people's knowledge, fostering talents, meeting the direct human resource needs for the country's industrialization and modernization. Secondly, vocational education meets the needs of the labor market and creates jobs. Thirdly, vocational education contributes to the economic restructuring of the country. Fourthly, vocational education contributes to the training of competency in professional practice and ethical education for learners. 2.1.2. Vocational education institutions and restructuring vocational education institutions * Vocational education institution Currently vocational education institutions are organized in the following types: Firstly, a public vocational education institution is a state-owned vocational education institution invested by the State and built in facilities; Secondly, private vocational education institutions are vocational education institutions owned by social organizations, socio-professional organizations, private economic organizations or individuals, by organizations. social organizations, socio-professional organizations, private economic organizations or individuals investing and building material foundations; Thirdly, foreign-invested vocational training institutions include vocational education institutions with 100% foreign capital; a joint venture vocational training institution between a domestic investor and a foreign investor. * Restructuring vocational education institutions Restructuring vocational education institutions is the sum of activities of subjects on the basis of awareness, applying objective rules to adjust and rearrange the profession and training fields; organizational model, management mechanism; enrollment scale, career guidance, training association; programs, content and contingent of teachers and administrators; financial resources, material foundations, techniques and geographical location of the vocational training institutions according to the requirements of the labor market, meeting the needs of socio-economic development. Restructuring goals of vocational education institutions: Improving the quality and efficiency of vocational education institutions, making a fundamental and comprehensive change in the management mechanism, the organizational model occupations and training domains, meeting the requirements of the labor market and meeting the needs of socio-economic development. Restructuring subjects of vocational training institutions include: the Communist Party of Vietnam, the National Assembly, the Government, directly the Ministry of Labor, War Invalids and Social Affairs, the Ministry of Education and Training, the General Department of Vocational Education. Karma; relevant ministerial-level agencies, People's Councils and People's Committees at all levels, schools, vocational training centers and trainees, vocational education management apparatuses at all levels from the central to local levels. Phuong. Restructuring contents of vocational education institutions include: restructuring of occupations and training domains; organizational model, management mechanism, human resources; enrollment scale, career guidance, training association; program, content; the contingent of teachers and administrators; financial resources, facilities, and technology and the geographic distribution of vocational education institutions. Restructuring method of vocational education institutions: It is implemented on the basis of the subject of restructuring the perception of guest economic laws to affect the restructuring process in order to achieve the proposed goals. out. 2.2. Conception, content and factors affecting the restructuring of vocational education institutions in Ho Chi Minh City 2.2.1. The concept of restructuring vocational education institutions in Ho Chi Minh City Restructuring vocational education institutions of Ho Chi Minh City is the sum of activities of actors on the basis of perception, applying objective economic laws to adjust and rearrange the industry. occupation, field of training; organizational model, management mechanism; enrollment scale, career guidance, training association; program, content; the contingent of teachers and administrators; financial resources, physical and technical foundations and geographical distribution of vocational training institutions according to the requirements of the labor market, meeting the needs of socio-economic development and industrial and modernization of the City. The purpose of restructuring vocational education institutions of Ho Chi Minh City is to improve the quality and efficiency of vocational education institutions to meet the increasing requirements of the labor market, creating jobs for workers; contribute to shifting the labor structure, the economic structure to serve the strategic goals of socio-economic development of the city. The subjects conducting the restructuring process of vocational education institutions in Ho Chi Minh City are diverse, each with different roles, positions and modes of impact. Based on the research scope of the topic, identify the subjects of restructuring vocational education institutions of Ho Chi Minh City, including City Party Committee, People's Council, People's Committee and functional agencies. of Ho Chi Minh City. The method of restructuring vocational education institutions of Ho Chi Minh City is done on the basis of the subject of restructuring the perception of objective economic laws affecting the restructuring process in order to achieve the the target has been set. In that process, the subjective action of the restructuring subject plays an important role. 2.2.2. Contents of the restructuring of vocational education institutions in Ho Chi Minh City Firstly, the restructuring of professions and training fields Secondly, restructure the organizational model, the vocational education institution management mechanism. Thirdly, restructuring enrollment, career guidance, training association. Fourthly, to restructure the curriculum, content, the contingent of teachers and administrators. Fifthly, restructure financial resources, facilities, technology and distribution of vocational education institutions by geographic area. 2.2.3. Factors affecting the restructuring of vocational education institutions in Ho Chi Minh City * Group of objective factors Firstly, the Party's undertakings and lines, the State's policies and laws on the development strategy in general and the restructuring of vocational education in particular. Secondly, the change of growth model, economic restructuring and the demand for human resources of the labor market in the world and in the country. Thirdly, globalization, international integration, knowledge economy development and the fourth industrial revolution. * Group of subjective factors Firstly, the undertakings, mechanisms and policies for the restructuring of vocational education institutions of the Party Committee and the People's Committee of Ho Chi Minh City. Secondly, the awareness, responsibility and capacity of the leading agencies and management of vocational education institutions in Ho Chi Minh City. Thirdly, the inherent inadequacies and weaknesses that cannot be immediately overcome by vocational education institutions in Ho Chi Minh City. 2.3. Experience on restructuring vocational education institutions of some localities and lessons learned for Ho Chi Minh City 2.3.1. Experience in restructuring vocational education institutions in some localities 2.3.1.1. Experience in restructuring vocational education institutions of Hanoi City From the success of the restructuring of vocational education institutions of Hanoi, some of the following experiences are left: Firstly, the shift from investing in breadth to head with depth has a focus on a number of vocational education institutions. Secondly, to attach importance to planning and building a contingent of teachers and administrators to meet the restructuring requirements of vocational education institutions. Thirdly, there are many correct measures to restructure training programs, content and methods in vocational education institutions. Fourthly, to gradually reduce the city investment in parallel with promoting the socialization of vocational education development, improving the efficiency in cooperation between vocational education institutions and enterprises. 2.3.1.2. Experience in restructuring vocational education institutions of Hai Phong city From the success of the restructuring of vocational education institutions of Hai Phong city, there are some experiences as follows: Firstly, to attach importance to linking the planning and plans on restructuring human resources trained in vocational education institutions with the city's economic restructuring planning. Secondly, strongly and synchronously restructure programs, content and invest in facilities in vocational education institutions. Thirdly, restructure the management mechanism towards improving the efficiency of state management in parallel with enhancing the autonomy of vocational education institutions. 2.3.1.3. Experience in restructuring vocational education institutions of Da Nang City From the successes of restructuring vocational education institutions of Da Nang City, there are some experiences as follows: Firstly, linking curriculum and content restructuring with perfecting textbooks and teaching materials. Secondly, restructure the contingent of teachers and administrators, restructure training facilities and equipment in the direction of standardization and modernization. Thirdly, restructure investment resources towards promoting socialization of vocational education. Fourthly, to restructure training in the direction of strengthening the link between vocational education institutions and businesses, and strengthening international cooperation in the field of vocational education. 2.3.2. Lessons learned about restructuring vocational education institutions for Ho Chi Minh City Firstly, the restructuring of occupations, fields and training programs has been carried out synchronously with capacity building, the qualifications of the contingent of teachers and administrators. Secondly, continue to synchronously restructure the organizational model and management mechanism to improve the effectiveness and efficiency of state management while enhancing the autonomy of vocational education institutions. Thirdly, strongly restructure financial resources, facilities, technology and teaching facilities Fourthly, romote the restructuring of training links in the direction of strengthening the link between vocational education institutions with businesses and international cooperation in vocational education. Conclusion chapter 2 Restructuring vocational education institutions of Ho Chi Minh City is the sum of activities of actors on the basis of perception, applying objective economic laws to adjust and rearrange the industry, occupation, field of training; organizational model, management mechanism; enrollment scale, career guidance, training association; programs, contents, teachers, administrators; financial resources, facilities, techniques and geographic distribution of vocational education institutions according to the requirements of the labor market, meeting the needs of socio-economic development of the City. The contents include: restructuring the training profession; restructuring organization model, management mechanism; restructuring enrollment, career guidance, training association; restructuring programs, content, testing, monitoring, teachers and administrators; restructure financial resources, facilities and techniques and geographically distribute vocational education institutions. From the experience of restructuring vocational education institutions in some cities, learn lessons for Ho Chi Minh City: Restructuring occupations, fields, training programs, conducted synchronously. With capacity building, the qualifications of teachers and administrators; continue to synchronously restructure the organizational model and management mechanism to both improve the effectiveness and efficiency of state management while enhancing the autonomy of vocational education institutions; strong restructuring of financial resources, material foundations, techniques and teaching equipment; promote the restructuring of training links in the direction of strengthening the link between vocational education institutions with businesses and international cooperation in vocational education. Chapter 3 THE PRACTICAL SITUATION OF VOCATIONAL EDUCATION INSTITUTIONS OF HO CHI MINH CITY 3.1. Outline of the vocational education institution system and the achievements and limitations in the restructuring of vocational education institutions in Ho Chi Minh City 3.1.1. An overview of the vocational education system of Ho Chi Minh City 3.1.1.1. Number, geographical distribution and functions of vocational education institutions in Ho Chi Minh City 3.1.1.2. Governing body, teaching staff, administrators and enrollment size 3.1.2. Achievements in the restructuring of vocational education institutions of Ho Chi Minh City 3.1.2.1. The structure of occupations and training fields has been adjusted to increase key occupations, high-quality spearhead, minimizing traditional occupations and occupations with few students enrolled. 3.1.2.2. The organizational model and management mechanism for vocational education institutions has been gradually improved, towards reducing public schools, central management, and increasing non-public managed locally. 3.1.2.3. To restructure the enrollment scale, career guidance, training association for vocational education institutions step by step to meet the needs of the labor market 3.1.2.4. Restructuring programs, content, teachers, administrators are implemented seriously, closely with quality. 3.1.2.5. Investment structure of financial resources changes towards increasing trend, modern facilities and techniques meet training needs. 3.1.3. Limitations in the restructuring of vocational education institutions in Ho Chi Minh City 3.1.3.1. Vocational restructuring, training fields in vocational education institutions are overlapping, not meeting the needs of socio-economic development. 3.1.3.2. Restructuring the organizational model and management mechanism still has many shortcomings, is slow to innovate, and the efficiency is not high 3.1.3.3. Enrollment scale restructuring is still imbalanced, career guidance and training association are still limited, not meeting the restructuring requirements. 3.1.3.4. Restructuring programs, content, solving for a contingent of teachers and administrators after restructuring, there are still many shortcomings 3.1.3.5. Restructuring financial resources, technical facilities has not yet reached the set target. 3.2. Causes of achievements, shortcomings and a number of issues that need to be addressed in the restructuring of vocational education institutions in Ho Chi Minh City 3.2.1. The causes of the achievements, the limitations in the restructuring of vocational education institutions of Ho Chi Minh City 3.2.1.1. Cause of achievement * Objective reasons Firstly, the positive effects of the scientific and technological revolution, the knowledge economy on the restructuring of vocational education institutions. Secondly, the views and policies of our Party and State on human resource development, development and restructuring of education and training, vocational education. Thirdly, the leadership and direction of the Party, the National Assembly, the Government and ministries, departments and branches of the Central Government towards the restructuring of vocational education. * Subjective reasons Firstly, the leadership and direction of Ho Chi Minh City's party committees, authorities, authorities, departments at all levels are concerned with the restructuring of vocational education institutions. Secondly, to promote well the role of coordinating organizations, forces and vocational education institutions themselves in the restructuring of vocational education institutions. Thirdly, vocational education institutions themselves have always been active and proactive in formulating plans and programs to promote restructuring of vocational education institutions. * Subjective reasons Firstly, the leadership and direction of Ho Chi Minh City's party committees, authorities, authorities, departments at all levels in the restructuring of vocational education institutions. Secondly, to promote well the role of coordinating organizations, forces and vocational education institutions themselves in the restructuring of vocational education institutions. Thirdly, vocational education institutions themselves have always been active and proactive in formulating plans and programs to promote restructuring of vocational education institutions. 3.2.1.2. The cause of the restriction * Objective reasons Firstly, the scale, occupations and fields of training are increasingly expanding while the organizational model and management mechanism lacks synchronization and consistency, causing difficulties for restructuring. Secondly, the system of State legal documents related to the restructuring of vocational training institutions is inconsistent and has not kept pace with the reality of vocational education development. * Subjective reasons Firstly, the awareness and responsibility of a number of levels, sectors, localities and vocational education institutions in the restructuring of vocational training institutions are inadequate and have not brought into full play the sense of responsibility. Secondly, the leadership, management, administration and coordination among a number of agencies and functional forces of the city are not high and ineffective. Thirdly, management mechanisms, policies and investment in the restructuring of vocational education institutions of Ho Chi Minh City are inadequate, unbalanced in the restructuring of vocational education institutions. 3.2.2. Some issues that need to be addressed in the restructuring of vocational education institutions in Ho Chi Minh City 3.2.2.1. Settlement of contradictions between the requirements for restructuring of vocational education institutions in terms of sizes, occupations, domains and quality and the organizational model and management mechanism of vocational education institutions 3.2.2.2. Resolving conflicts between ensuring the synchrony and timely mechanisms and policies with the reality of restructuring vocational education institutions of Ho Chi Minh City 3.2.2.3. Resolving the conflict between the request for restructuring of vocational education institutions of Ho Chi Minh City and the limited capacity and qualifications of managerial staff of vocational education institutions 3.2.2.4. Resolving conflicts between restructuring occupations and training domains and the response to physical and technical foundations in vocational education institutions of Ho Chi Minh City Conclusion chapter 3 With the close direction of the Central Government, related ministries, branches of the City and vocational education institutions themselves, the restructuring process has achieved important initial achievements such as: , professions and fields of training have been expanded; organizational model, management mechanism is increasingly perfect; career guidance and enrollment have developed; management staff, teachers are balanced and reasonable; financial resources, material and technical facilities are interested in investing. However, the restructuring of vocational education institutions of the Ho Chi Minh still exists limitations in occupations, fields, organizational model, management mechanism ... The advantages and disadvantages include the original. objective and subjective personnel. From the current situation of the restructuring of vocational education institutions of the City, there are many issues that need to be addressed such as: Resolving the conflict between ensuring the consistency and timeliness of mechanisms and policies with reality see off the restructuring of vocational education institutions; between the development of the scale, the profession, the domain and the quality of vocational education with the organizational model and management mechanism of vocational education institutions; between the restructuring of vocational education institutions of Ho Chi Minh City with the capacity and qualifications of the contingent of management staff in the restructuring of vocational education institutions; between the expansion of careers and training fields and the facilities and technical foundations of vocational education institutions of Ho Chi Minh City. Chapter 4 OBJECTIVES, VIEWPOINTS AND SOLUTIONS FOR RESTRUCTURING PROFESSIONAL EDUCATION INSTITUTIONS OF HO CHI MINH CITY IN THE COMING TIME 4.1. The goal of restructuring vocational education institutions in Ho Chi Minh City in the coming time 4.1.1. Bases for determining the objectives of restructuring vocational education institutions of Ho Chi Minh City 4.1.1.1. Legal grounds Resolution No. 19-NQ / TW dated October 25, 2017 of the 6th Conference of the XII Central Executive Committee on continuing to renew the organization and management system, improving the quality and efficiency of operations of public service agencies. Resolution No. 08 / NQ-CP dated January 24, 2018 of the Government on the Government's Action Program, Resolution No. 19 NQ / TW dated October 25, 2017 of the 6th Conference of the Central Executive Committee Course XII on continuing to renew the organizational and management system, improving the quality and efficiency of operations of public non-business units. Project No. 115 / TTr-LĐTBXH dated August 15, 2019 of the Ministry of Labor - Invalids and Social Affairs on rearranging and reorganizing the system of vocational education institutions by 2030. 4.1.1.2. Practical basis By 2019, the city will have 554 vocational education institutions, including: 52 colleges, 64 intermediate schools, 82 vocational education centers, 356 institutions with vocational education activities. The network of vocational education institutions is widely developed in all districts; diverse in types, training levels and operating models. However, the distribution of the vocational education institution system is spread, overlapping, the quality is not uniform, the organization model and the management mechanism are inadequate, the profession and the tra