Eliminate stereotypes about vocational training.

The transition to a vocational high school model is considered the "golden key" to improving the quality of human resources.

On December 10th, the National Assembly passed three laws in the field of education , including: the Law amending and supplementing a number of articles of the Law on Education; the Law on Vocational Education (amended); and the Law on Higher Education (amended).

Integrating vocational training

Accordingly, the national education system structure includes vocational secondary education, under the field of vocational education and training (VET). Vocational secondary education is considered equivalent to high school education and is for students who have graduated from grade 9. Graduates of vocational secondary education can continue their studies at higher levels, including intermediate, college, and university.

Middle school students in Ho Chi Minh City are excited to explore the academic programs offered at Vien Dong College.

Ms. Pham Thi Thuy Nhai, Deputy Director of the Tan Binh Vocational Education and Continuing Education Center, believes that adding a vocational high school level is reasonable and necessary, especially suitable for the specific development characteristics of Ho Chi Minh City. Vocational high schools are an integrated training system, providing students with a body of cultural knowledge alongside vocational training. This offers an alternative path for students who do not attend public high schools.

Based on Report 708/2025 from the Party Committee of the People's Committee of Ho Chi Minh City to the Standing Committee of the City Party Committee, requesting opinions on the draft plan for rearranging public non-business units and organizations within the state administrative system, 41 vocational education and continuing education centers are expected to be transformed into 37 vocational high schools in the city.

According to Ms. Nhai, vocational training and continuing education centers in Ho Chi Minh City are providing cultural education of the same quality as public high schools. Specifically, 100% of the centers teach the 2018 General Education Program. Students at these centers take the same graduation exam as high school students and receive a high school diploma (not a continuing education diploma).

Notably, the annual graduation rates of vocational training and continuing education centers are very high. In particular, the Tan Binh Vocational Training and Continuing Education Center has a graduation rate of over 98%, with some students even gaining admission to top universities nationwide.

"Integrating vocational high school models into the national education system and placing them on par with high school is necessary and fair. On the other hand, changing the name from 'Continuing Education' to 'vocational high school' will help eliminate prejudices from parents and students, creating better conditions for students to have a stable learning and career guidance environment," Ms. Nhai commented.

Dr. Dinh Van De, Acting Principal of Ly Tu Trong College in Ho Chi Minh City, also believes that the new educational level will bring many positive benefits to learners. Vocational schools have the opportunity to transform themselves with new and more suitable training programs.

2017 was the first year that Ly Tu Trong College in Ho Chi Minh City enrolled students in its 9+ training program (for students who have graduated from junior high school). Since then, the school has had 1,700-2,000 students graduating from this program each year.

"With nearly 10 years of training experience, the school is confident that it can provide vocational secondary education. The school has made thorough preparations and is currently in the review phase to adjust the training program to suit this level and other levels of education offered at the school," said Dr. Dinh Van De.

Innovation is necessary, but it must have a suitable roadmap.

Although she supports vocational secondary education being on par with high school education, Ms. Nhai still has two concerns. According to Ms. Nhai, the core function of continuing education is to implement "lifelong learning and build a learning society." This type of education is designed to serve the continuous learning needs of all citizens, regardless of age, level, or circumstances.

The centers in the area are providing excellent support to disadvantaged learners. The question is whether the traditional function of continuing education will be maintained when it transitions to vocational high schools.

The second and most significant obstacle is that vocational high schools lack an official curriculum framework. While the general education component, based on the 2018 General Education Program, is well-established, the specific vocational training component, including the number of class hours, detailed content, and an official curriculum framework for vocational high schools, still lacks clear regulations.

The Deputy Director of the Tan Binh Vocational Education and Continuing Education Center suggested that the development of curricula, frameworks, and detailed regulations for vocational high schools should be conducted scientifically and formally. Ideally, all changes should be announced at the beginning of the school year to ensure stability and a smooth transition process.

According to Mr. Tran Anh Tuan, Vice Chairman of the Ho Chi Minh City Vocational Education Association, the transition to the vocational high school model is considered the "golden key" to improving the quality of human resources and thoroughly addressing the prejudices surrounding vocational training.

Mr. Tuan commented: "Vocational high schools help reduce the 'overcrowding' in high schools; provide better career guidance for students interested in technical and practical skills; help the labor market have a young workforce that is early oriented towards a career and has high practical work capabilities; and most importantly, bring Vietnam's vocational education and training model closer to international standards, raising the profile of Vietnam's vocational education and training."

However, according to this expert, for the new policy to be effective, three important issues need to be addressed. Firstly, the legal framework must be perfected to allow vocational high schools to be reorganized into a streamlined, interconnected model, focusing on training in key vocational fields.

Secondly, standardize training programs as early as possible. This is a decisive factor in the quality of student outcomes. Thirdly, strengthen communication to help students understand that there are new career paths that suit their abilities, family economic conditions, and passions.

Investing heavily in vocational education.

In the Report on the Assessment of the Implementation of Vocational Education and Continuing Education Programs for the period 2021-2025, and the orientation for the period 2026-2030, the Department of Vocational Education and Continuing Education proposed implementing 6 objectives in the period 2026-2030, with a total investment of 81,050 billion VND.

Of these, the objective "Developing infrastructure and equipment for key schools" has the largest investment amount, at 64,050 billion VND, divided among 3 tasks.

Specifically, investment will be made in 6 schools functioning as national centers for high-quality vocational training and practice, and 12 schools functioning as regional centers for high-quality vocational training and practice. Approximately 90 high-quality schools will be invested in (60 schools reaching the level of ASEAN-4 countries and 6 schools reaching the level of developed countries in the G20 group); approximately 200 key industries/occupations will be invested in vocational education and training institutions, and investment will also be made in specialized vocational education and training institutions and vocational high schools.

Source: https://nld.com.vn/xoa-bo-dinh-kien-ve-con-duong-hoc-nghe-1962512112129181.htm