Significance of forging linkage between higher …...Significance of forging linkage between higher education institutions and industries from the perspective of POHE project Phung

Significance of forging linkage between higher education institutions and industries from the

perspective of POHE project

Phung Ba Sy, M.A & Pham Thi Thanh Xuan, M.Ed, Vietnam National University of Agriculture, VNUA

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Main contents ü  Background of PROFED project ü  Key findings from UBC perspective ü  Conditions for sustainable linkage between

University-Industry; ü  Concluding remarks

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Background of PROFED project “….a university which stands on the three legs of accountability for public money, close links with the market for its services, and the trust of its local communities is surely not only more stable but also more autonomous” (Trow, 1996, p. 313) “….the social-economic developments and current and future market conditions in our Vietnamese society and the world at large are the driving force to transform our higher education system. It is urgent for Vietnam to improve the quality of human resources. If Vietnam is not ready to invest in its higher education system, it will miss opportunities…” (Banh Tien Long, 2008)

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ü  Low levels of cohesion within & among sectors/associations; ü  “Thin” university-industry linkage; ü  Barriers deteriorating University & Industry interactions;

o  Industry: Difficult to employ new graduates; o  Tertiary institutions: -Struggling to help Industries in aligning

their study programs geared to the social demands; o  Institutions: Has serious shortcomings in terms of abilities &

responsiveness to labor market & accessibility o  50% of university graduates unable to find jobs in their area

of specialization, disconnection between classroom & needs of market is large

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Background of PROFED project

Background of PROFED project

ü  Launched in 2005 to strengthen training capacity of tertiary institutions & build up strategic development of POHE study programs;

ü  8 universities developed new POHE curricula in tourism & hospitality, teacher training, agriculture, construction, IT and electronic engineering;

ü  Resolution 14/2005: mainly focused on forging a linkage between research & training process with WoW’s needs: by 2020 70-80% of Vietnamese HE students are enrolled in these Professional Oriented study programs.

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KEY FINDINGS FROM UIC PERSPECTIVE

ü  Two outcomes in terms of UIL: ü  Increase awareness at university level: knowledge,

attitude & skills required by labor market must be taken into account in educational content and methods of teaching & assessment;

ü  To specify new ‘demand-oriented’ concept & approach of curricula development formulated through knowledge, attitude & skills of graduates defined by needs of the labor market”;

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ü Developed a closer rela-onship between courses & labor market through developing prac-cal skills & producing well-‐educated & confident students;

ü  Established a collabora-on with the WoW & changed tradi-onal concepts that educa-on & training processes to be well implemented at WoW’s workplace;

ü WoW aware of social accountability to HE system in educa-ng future qualified human resources.

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ü  Representatives from companies, recruiters worked like supervisors, visiting lecturers & gave feedback on students’ assignments;

ü  POHE lecturers: Inspired to change their traditional notions & viewpoints in formulating curriculum thanks to extensive contacts or discussions with leaders or representatives from the WoWs;

ü  WoWs: changed students’ studying methods & constructed professional attitudes, concepts about future development aims & potential advantages

ü  POHE graduates: Provided with up-to-date knowledge, skills & attitudes..

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The WoW’S Engagement levels

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POTENTIAL CHALLENGES FROM UBC

ü  To balance mutual benefits between the WoW and HEIs: higher cost for POHE programs, implementa-on costs for surveys on labor demands;

ü  Responses from industries i.e. private sectors: their social accountability to students’ internships;

ü  Vague role of WoWs, i.e. WoWAB in POHE training ac-vi-es.

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CONDITIONS FOR SUSTAINABLE LINKAGE BETWEEN U-‐I

ü  Understand WoW’s workplace culture through POHE ac-vi-es: teamwork or project management, ethics (soQ skills);

ü  Balance analy-cal/theore-cal and prac-cal knowledge (hands-‐on);

ü  Specify clear responsibili-es & tasks that the POHE graduates will perform upon their gradua-on;

ü  Have f requent d ia logue w i th un iver s i t y management/faculty to discuss current % future needs

ü  Assign liaison office to maintain extensive communica-on 11


ü  Translate real life problems & cases from workplaces in project courses & gradua-on theses;

ü  Deliver “Descrip-on of future jobs” courses as guest lecturers;

ü  Provide HEIs & students with sponsored test equipment or laboratory;

ü  Provide short courses & seminars for industry to promote their facili-es & exper-se;

ü  Act as assessors in student evalua-on prac-ces ü  Match innova-on with industry needs

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At ins=tu=onal level: ü Build up legal framework & policies in developing POHE: leadership commitment in the mission, policies & regula-ons;

ü Provide resources for equipment, prac-cal teaching, & UBC ac-vi-es, & flexibility in management;

ü Create more mo-va-ons & encourage academic & suppor-ng staffs -‐ core factors in POHE training process.

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At the State level: ü  Intensify & forge UIC rela-onship by issuing

macro policy: tax-‐exemp-on policy for businesses on educa-on-‐related ac-vi-es;

ü  Set up an appropriate legal framework in line with the POHE programs;

ü  University Council should be required to func-on as it is in order to improve University’s social accountability to WoW;

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At the State level: ü  Promote ‘demand-‐oriented’ concept & approach of

curricula development formulated through knowledge, a_tude & skills of graduates defined by the needs of the labor market to the community;

ü  All stakeholders value POHE significance & contribu-ons to human resource development & economic growth;

ü  Propagate features, characteris-cs & benefits of POHE to the public: provincial leaders, parents, enterprises & poten-al students.

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CONCLUDING REMARKS

ü  Educa-on geared to society needs: a renovated step of professional educa-on & HE;

ü  Central ministries & sectors, local authori-es, ter-ary ins-tu-ons, communi-es & en-re society all take their responsibility for renova-on;

ü  Emphasize HEIs’ roles in developing a sustainable linkage with the WoWs in order to educate their expected learning outcomes;

ü  Foster a breaking policy in “society need driven educa-on” which created a “model of profession-‐oriented HE policy.

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Significance of forging linkage between higher …...Significance of forging linkage between higher education institutions and industries from the perspective of POHE project Phung