MINISTRY OF EDUCATION AND TRAINING

MINISTRY OF HOME AFFAIRS

NATIONAL ACADEMY OF PUBLIC
ADMINISTRATION

TRAN THI VANH KHUYEN

IMPLEMENTATION OF VOCATIONAL
TRAINING POLICIES FOR RURAL
WORKERS IN THE MEKONG RIVER
DELTA

Specialty: Public Management
Code: 9 34 04 03

SUMMARY OF DOCTORAL THESIS IN PUBLIC
MANAGEMENT

HANOI, 2019


The project has been completed at
NATIONAL ACADEMY OF PUBLIC
ADMINISTRATION

Scientific instructors:
1. Assoc.Prof.Dr Le Chi Mai
2. Dr. Ha Quang Thanh


thesis.
Fifthly, the thesis shows the limitations of the implementation
of vocational training policies for rural rivers in the Mekong River
Delta localities and identifies the causes of such restrictions.
Sixthly, based on the rationale, the reality of policies
implementation as well as the Party's views and orientations for the
policy implementation process, the thesis proposes scientific
solutions to improve this task.
7. Scientific and practical meanings of the topic
7.1. Scientific meaning
The study contributes to summarizing and developing the
theory of implementing the vocational training policies for rural
workers.
7.2. Practical meaning
The thesis evaluates the real situation of organizing the
implementation of vocational training policies for rural workers in a
objective and comprehensive way; analyzes the advantages and
limitations based on scientific bases and then propose solutions to
strengthen policy implementation in line with the characteristics of
the Mekong River Delta region.
The study results of the thesis may become one of the
reference sources for teachers, researcher on public policy, decision
makers, management agencies, and civil servants. The thesis can also
be applied in practice to implement the vocational training policy for
rural workers not only in the Mekong River Delta but also other
localities across the country.


8. Structure of the thesis
In addition to the introduction, conclusion, list of references,

The vocational training for rural workers is studied by many
authors in many different approaches, however, this issue is mainly
viewed from an economic perspective and but rarely analyzed in
terms of public policy.
The study projects in the world on the implementation of the
vocational training for rural workers account for a limited number,
which affects the study of experiences of other countries for
application in our country.
1.3.3. Issues to be further studied
Firstly, It is necessary to develop a theoretical framework for
implementation of vocational training policies for rural workers.
Secondly, the thesis evaluates the real situation of organizing
the implementation of vocational training policies for rural workers
in a objective and comprehensive way; analyzes the advantages,
limitations and causes of limitations based on the scientific bases and
then proposes solutions to implement this policy in accordance with
the characteristics of the Mekong River Delta .
CHAPTER

2:

IMPLEMENTATION

SCIENTIFIC
OF

VOCATIONAL

BASIS


Trained subject
Trainer
Training characteristic
Targets of vocational training for rural workers
1.1.3.4. The role of vocational training for rural workers
Firstly, to improve the quality of qualification and professional
skills for rural workers


Secondly, to improve income and household economic
development
Thirdly, to create jobs for rural workers and social stability
Fourthly, to contribute to rural economic restructuring
Fifthly, to meet the development trend
2.1.4. Vocational training policy for rural workers
2.1.4.1. Concept
The vocational training policy for rural workers is a collection
of decisions of competent state agencies for improvement of the
quality of rural workers to meet the agricultural and rural
industrialization and modernization.
2.1.4.2. Component policies
The vocational training policies for rural workers include
many component policies. In the thesis, the author focuses on
studying 3 component policies including: Policies for rural workers
to participate in vocational training; Policies for vocational education
institutions; Policies for teachers and professional education
managers.
2.2. Implementation of vocational training policies for
rural workers
2.2.1. The concept of implementation of vocational training

vocational training policies for rural workers in localities including:
developing documents and plans for policies implementation;
organizing

apparatus

and

assigning,

coordinating

for

implementation; disseminating and propagating policies; mobilizing
and using resources and inspecting, monitoring and preliminary
reviewing and summarizing the implementation. These steps are the
tasks to be performed and they are intertwined, not necessarily in a
constant fixed order.
2.2.4. Criteria for evaluation of policy implementation
Policy review will focus on inputs, policy implementation and
results of policy implementation or policy direct outcomes. The
inputs and processes will be described and analyzed in the part "the
real situation of vocational training policies for rural workers based
on the steps of policies implementation. Criteria for assessment of
the implementation of vocational training policies for rural workers
in vocational training, policies for establishments participating in
vocational training for rural workers, policies for teachers and
professional education managers.


Mobilizing the participation of the people and organizations,
especially businesses in vocational training.
CHAPTER
IMPLEMENTATION

3:

REAL
OF

SITUATION

VOCATIONAL

OF

TRAINING

POLICIES FOR RURAL WORKERS IN MEKONG RIVER
DELTA
3.1. Overview of the Mekong River Delta
3.1.1. Overview of natural, economic and social conditions


3.1.2. Overview of rural labor force in the Mekong River
Delta
The Mekong River Delta region has a high population, an
abundant labor force, which has created advantages in labor
resources and great pressures on labor and employment for the
locality.

training policies for rural workers. The reality shows that there has
been coordination among State agencies in implementation of
policies.


3.3.3. Dissemination and propagation of the policies
The information, propaganda and consultancy on vocational
training for people are also regularly paid attention. Localities have
actively built and implemented the plans of propaganda, vocational
training advice, employment and directed the development of
programs, specialized pages, column on radio, television, local
media.
3.3.4. Mobilization and usage of resources
Management of funding sources: Department of Labor, War
Invalids and Social Affairs (LISA) manages the non-agricultural
funds; Department of Agriculture and Rural Development manages
the source of agricultural vocational training funds. Such funding
sources are directly allocated to the vocational training institutions
to organize vocational training for rural workers in localities based
on the decision for approving the annual implementation plan of the
provincial People's Committee.
The allocation and use of funds
Central budget: In 5 years (2011-2015), the central budget for
investment support for vocational training in the Mekong River Delta
is VND 1,175,367 billion, accounting for 17% of the total funding of
projects allocated to localities all over the country. Local budgets: In
the past 5 years, the provinces have allocated 307 billion dong from
local budgets to invest in building facilities, vocational training
equipment, training vocational teachers and supporting rural workers
during vocational learning process.


and

evaluation

of

performance
The localities have actively developed plans to inspect and
supervise the implementation of policies in the province. The
inspection and supervision of the Steering Committee is regularly
implemented. In addition, the localities held a annual preliminary
meeting to implement and extend the plan for the next year;


Preliminary meeting of 2 years and 3 years on the implementation of
Decision 1956/QD-TTg.
3.3. Results of implementation of component policies
3.3.1. Results of policy implementation for rural workers
participating in vocational training
The vocational training policy for rural workers has been
implemented for nearly 10 years and has achieved many positive
results. Vocational training in the region has developed, contributing
to a positive change in economic structure, labor structure, job
creation and poverty reduction in the region.
The number of participants in vocational training has
significantly increased over the years. In particular, the quantity of
rural workers who has new jobs or continue to do the old jobs but
with higher quality productivity after vocational training accounts for
about 80%.

The apparatus for implementing vocational training policies
for rural workers has been increasingly consolidated and completed
in the direction of lightness and few clues. The clearly assigned
functions and tasks have created favorable conditions for
coordination among agencies in implementing policies.
The contingent of cadres and civil servants in general, cadres
and civil servants implementing vocational training policies in
particular are increasingly enhanced in quantity and improved in
quality.
The dissemination and propagation of policies has been carried
out relatively synchronously, social and political organizations have
had quite good entry.


Although 2016 is the first year that the funds for vocational
training support for rural workers is arranged in the National Target
Program for new rural construction, however many localities in the
region have actively developed plans, allocated funds from the
central support and local funds to support vocational training for
workers.
The inspection and monitoring of the policy implementation
process is conducted regularly with the participation of many
agencies, in which the role of the Steering Committee is clearly
reflected.
3.4.2. Shortcomings, restrictions
The work of planning is only strictly implemented at the
central and provincial levels, the closer to the base, the work has not
been done well. In fact, there is very little participation between state
agencies and socio-political organizations.
For a long time, the focal point of management of vocational

Checking and supervising the implementation of vocational
training tasks for rural workers has not been conducted regularly,
mainly combined with annual vocational training inspection. The
monitoring and evaluation of the program have been concerned with
quantity, not yet concerned with the results or policy’s impacts.
3.4.3. Causes
Firstly, the vocational training policy for rural workers is not
complete
In fact, the vocational training policy for rural workers is still
inadequate, causing difficulties for localities in implementing
policies, resulting in low efficiency.


Secondly, the awareness of society, officials and civil servants
is still not comprehensive
The perception of vocational training by the majority of local
officials is still in a narrow sense (developing skills to create jobs)
not in a broad sense (vocational training is part of a sustainable
livelihood development strategy).
Thirdly, the capacity of policy implementation team is limited
In the early days of implementing the policy, the personnel
managing vocational training at the district level have not been
assigned as a full-time job but assigned one officer of the
Department of Labor - Invalids and Social Affairs to work multiple
jobs, therefore, this work is sometimes loose.
Qualifications and professional skills of cadres and civil
servants in the main implementation are still limited, reducing the
effectiveness of policy implementation. Most officials in charge of
vocational training have not passed professional training courses.
Fourth, the coordination is not tight


WORKERS IN THE MEKONG DELTA REGION
4.1. Orientation of vocational training for rural workers
4.1.1. The Party's view on vocational training for rural
workers
Firstly, improving the quality of vocational training,
developing the scale corresponding to the quality assurance
conditions; building an open and flexible vocational training system
to create favorable conditions for all learners.
Secondly, renovating vocational training in the close direction
associating with the labor and social markets, shifting strongly
training associated with employment and sustainable job creation,
labor export and social security.
Thirdly, innovation must be synchronized, inheriting previous
experiences

and

standardization,

achievements;
modernization,

ensuring

the

socialization,

principle

on vocational training to 2020, in which vocational training must be
associated with socio-economic development programs and plans
and new rural construction planning, meeting the task of economic
restructuring and sustainable poverty reduction.
This work is not only carried out "internally" but also required
mechanisms for other training subject to participate.
Localities should not underestimate the investigation and
survey of workers' needs.