Survival strategies for vocational education to respond promptly to global trends.

Professor Pham Do Nhat Tien argues that, in order to fulfill the role and mission of vocational education and training (VET) in the context of a rapidly reshaping labor market influenced by technological advancements, especially artificial intelligence, empowering autonomy is a vital strategy to ensure that this system can be flexible and respond promptly to global trends.

Essentially, autonomy is a management method whereby vocational education institutions, within the scope of legal regulations, are granted certain powers to make decisions on their own organizational and operational matters.

However, autonomy is not an end in itself. The purpose of autonomy is to improve the quality and effectiveness of training within the scope of the role, mission, and tasks assigned to the vocational education institution.

Therefore, the differences in autonomy among countries mainly lie in the scope and degree of autonomy that vocational education institutions exercise, depending on each country's perception and assessment of the impact of autonomy on fulfilling the mission and tasks of the vocational education institution.

According to Doctor of Science Pham Do Nhat Tien, in our country, autonomy is an issue that is always subject to much debate regarding its interpretation, regulation, and implementation.

Previously, with a management-heavy approach, autonomy was understood and regulated with many constraints, thus creating many barriers to organizational implementation.

Now, with a development-oriented approach, Resolution No. 71-NQ/TW has paved the way for vocational education institutions to be guaranteed full and comprehensive autonomy.

Professor Pham Do Nhat Tien clarified that comprehensive autonomy means that the scope of autonomy is extended to all areas of organization and operation of vocational education institutions; including autonomy in training, scientific research, organization, personnel, finance, business cooperation, and international cooperation.

Full autonomy means that, in each of the aforementioned areas, the level of autonomy of vocational education institutions is not limited by financial autonomy or administrative regulations, but rather they are empowered to make direct and proactive decisions in managing and developing their professional activities.

This is a groundbreaking approach aimed at creating optimal conditions for vocational education institutions to be flexible, efficient, and innovative in responding quickly to changes in the labor market and technology.

With this understanding, Dr. Pham Do Nhat Tien argues that the full and comprehensive autonomy of vocational education institutions is demonstrated in the table below:

TT	Autonomous sector	Full and comprehensive autonomy
1	Train	- Autonomy in developing and implementing training programs, opening new majors, student recruitment, teaching methods, evaluating learning outcomes, and issuing diplomas and certificates.
2	scientific research	- To independently determine research directions, lead scientific and technical projects; transfer technology; innovate and apply technology to training and production.
3	Organization	- To independently decide on the organizational model, structure, number and positions of employees; to establish, merge, split, and dissolve subordinate units.
4	Human Resources	- Autonomy in recruiting, appointing, employing, and managing faculty, staff, and employees; developing appropriate salary, allowance, reward, and disciplinary policies.
5	Finance	- Autonomy in managing and utilizing budgets, revenue sources, and asset investments; deciding on financial mechanisms appropriate to the institution's tasks and scale of operation.
6	Business cooperation	- Independently sign and implement cooperation agreements with businesses in training, vocational practice, applied research, and technology transfer.
7	International cooperation	- To independently establish international cooperation relationships in training, scientific research, exchange of experts, students, and development of international joint programs.

However, all of these autonomys must be directed towards promoting the role and mission of vocational education, ensuring that vocational education not only provides learners with the qualities and skills to find employment and create their own jobs, but also contributes to promoting economic growth, social equity, and environmental sustainability.

From the perspective of Resolution No. 71-NQ/TW, these autonomys must be within a common legal framework aimed at reforming and modernizing vocational education, creating a breakthrough in developing a highly skilled workforce.

Specifically, according to Dr. Pham Do Nhat Tien, the comprehensive and full autonomy of vocational education institutions can be placed in close relationship with the following objectives:

TT	Autonomous sector	Goals	Legal framework
1	Training and scientific research	Elevating vocational education institutions to become modern and standardized facilities for training highly skilled human resources and applying technology in research, production, business, and service ecosystems, preparing them for the future.	- Transform vocational education from a school-based training model to a business-connected training model, promoting innovation, closely aligned with socio-economic development needs, digital transformation, and green transformation; - Develop an open, flexible, interconnected, and diverse vocational education system oriented towards standardization, modernization, democratization, socialization, and international integration.
2	Organization and personnel	Creating a streamlined governance mechanism allows vocational education institutions to proactively build their staff and organizational structure, thereby improving the quality and efficiency of their operations.	- Refine regulations on staffing, standards, recruitment procedures, and appointment of teaching positions in accordance with international practices; - Develop policies to mobilize talented individuals outside the teaching staff to participate in teaching; - Implement the principle of not having a school council and not having the Party Secretary also serve as the head of the educational institution.
3	Finance	Diversifying financial resources, reducing dependence on the state budget, creating healthy competition, and attracting social investment are essential for sustainable development and achieving social equity.	- Develop mechanisms and policies to encourage individuals, organizations, and businesses to invest in vocational education and training (VET). - Establish a legal framework for the formation of funding funds and fundraising from the community; - Prioritize credit funding for vocational education development projects.
4	Business cooperation	Building sustainable, mutually beneficial relationships between vocational education institutions and businesses.	- Improve mechanisms and policies to promote cooperation between schools and businesses; - Strengthen training within enterprises, especially vocational skills training in high-tech fields; - Encourage businesses to establish vocational education institutions.
5	International cooperation	Establishing strategic partnerships helps vocational education institutions access world-class technology, training programs, and management standards, while also fostering strong connections with the labor market.	- Raising the standards of vocational education institutions to be on par with regional and international levels; - Promote the attraction of foreign investment in vocational education; foster cooperation and training linkages with Vietnamese vocational education institutions; - Promote the exchange of teachers and students between domestic vocational education institutions and advanced vocational education institutions in the region and internationally.

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