IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4.0.IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4.0.IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4.0.IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4.0.IMPROVING VOCATIONAL TRAINING FOR VIETNAMESE RURAL LABORS TO MEET THE REQUIREMENTS OF AGRICULTURE 4.0.
Research rationale
In the era of international integration, Vietnam's agriculture, farmers, and rural areas encounter both significant opportunities and challenges, particularly due to factors like climate change, the Fourth Industrial Revolution, and competition for high-quality human resources in agricultural trade While agriculture remains a crucial sector of the Vietnamese economy, it is essential to transition towards smart, knowledge-based agriculture that leverages high-tech applications This shift aims to optimize resource use, enhance productivity and quality, and promote sustainable development with increased added value.
To achieve Agriculture 4.0, Vietnam must prioritize the development of high-quality human resources, as the current agricultural labor force is aging and lacks skilled workers The World Bank rates Vietnam's human resource quality at only 3.79 out of 10, placing it 11th among 12 Asian countries This highlights the urgent need for Vietnam to enhance its human resources to seize opportunities and navigate the challenges of Agriculture 4.0 Rural human resources are crucial for driving socio-economic development, and given that a significant portion of Vietnam's workforce resides in rural areas, their development is essential for the nation's overall progress.
The Socio-Economic Development Strategy of our country, approved by the 11th National Party Congress, emphasizes the importance of enhancing human resource quality as a key solution for achieving industrialization and modernization by 2020 A critical component of this strategy is the vocational training for rural laborers, which plays a vital role in ensuring job security for farmers and fostering overall economic development.
The focus on poverty reduction and social security is essential for enhancing the quality of rural labor, aligning with the demands of industrialization and modernization This is particularly relevant in the context of the Agricultural Revolution 4.0, which emphasizes the integration of advanced agricultural and rural practices.
Since 2010, the government has invested significantly in Project 1956/QD-TTg, aimed at enhancing vocational training for rural laborers This initiative seeks to train approximately 1 million rural workers annually, including 100,000 commune officials, to improve job creation and income levels Effective models have emerged, such as specialized vocational training for agricultural sectors like tobacco and coffee, as well as community-based short-term training for farmers The outcomes of this vocational training have been notable, addressing employment needs, raising awareness about occupational training, integrating scientific advancements into production, and contributing to the restructuring of labor in rural areas, thereby supporting the modernization of agriculture and rural development.
Despite the availability of vocational training programs for rural laborers, awareness of these policies remains low, leading many to opt for hands-on jobs While these new career paths may offer higher incomes, the collaboration between enterprises and vocational training initiatives is still lacking Furthermore, the Agriculture 4.0 Revolution demands that rural workers possess advanced skills and swiftly adapt to advancements in science, technology, and production methods.
The article focuses on enhancing vocational training for rural laborers in Vietnam to align with the demands of Agriculture 4.0 It examines the advantages and challenges of current vocational training programs, aiming to identify effective solutions that will support the country's agricultural revolution.
The master thesis is developed in order to find answers for the following questions:
Firstly, what is the current situation of vocational training for Vietnamese rural labors?
Secondly, what are the requirements of Agriculture 4.0 on Vietnamese rural labors and if the vocational training for Vietnamese rural labors meet the requirements?
Thirdly, what are the proposed solutions and recommendations to improve the vocational training for rural labors at present?
Literature review
Agriculture, in general, is perceived as the backbone of a country‟s economy with the potential to create jobs and contribute to the social-economic development (Baznet, 2015).
Klaus Schwab, Chairman of the World Economic Forum, highlights that the Fourth Industrial Revolution, driven by the Internet, significantly impacts global economies and sectors, particularly agriculture (Khanh, 2019) Agricultural Revolution 4.0 focuses on sustainability and security within the agricultural production value chain, facilitating the automatic transmission, processing, and analysis of digital information among all stakeholders, including suppliers and customers This revolution embodies concepts of smart agriculture, technology, design, and business; however, a comprehensive model of Agriculture 4.0 has yet to be established in Vietnam (Kha, 2017).
Human resource development in the Revolution of Agriculture 4.0
Human resource development is crucial for a country's industrialization and modernization, with education and training playing a key role (Nguyen Thanh, 2001) The quality of human resources significantly impacts individual qualifications and market salaries (Mulligan & Sala-i-Martin, 1997) Mankiw (2003) and Park (1977) highlight that disparities in human resource quality between developing and developed countries result in varying labor productivity and income levels Higher educational attainment correlates with increased labor force quality, enabling workers to earn more In traditional agriculture, the lack of scientific and technological application results in low labor productivity and economic value, leading to reduced worker income However, when agricultural workers acquire professional qualifications, they can implement advanced techniques, enhancing productivity and the economic value of their products, ultimately increasing their income.
Enhancing the quality of human resources in agriculture is essential for increasing the income opportunities of agricultural workers and fulfilling their basic needs, such as food, clothing, shelter, and transportation This improvement plays a crucial role in eradicating poverty, addressing inadequate housing, and ensuring access to clean water, ultimately elevating both the material and spiritual well-being of laborers When fundamental needs are satisfied, workers are more motivated and engaged in their roles (Moorhead and Griffin, 1998).
Increased labor productivity in agriculture drives comprehensive economic growth, resulting in a relative decline of the agricultural sector's contribution to GDP and the labor force (Timmer, 2009) Timmer (2012) highlights that the structural transformation of the economy is both caused by and a result of rising agricultural labor productivity This productivity can be enhanced through two primary methods: implementing technology and scientific advancements to boost agricultural output on the same scale, and facilitating the transition of agricultural workers to other sectors without diminishing agricultural production Lewis (1954) similarly argued that the migration of surplus labor from rural agricultural areas accelerates economic growth by fostering development in industrial, service, and intensive agricultural sectors, all of which rely on improved agricultural labor productivity.
The Vietnam Human Resource Development Plan for 2011-2020, approved by the Prime Minister, aims to increase the percentage of trained manpower in the agriculture, forestry, and fishery sectors from 15.5% in 2010 to approximately 50% by 2020 Despite this goal, the sector is projected to face a shortfall of about 3.2 million trained workers by the target year According to the World Bank, Vietnam's human resource quality is rated at only 3.79 out of 10, placing it 11th among 12 Asian countries in the ranking Additionally, the competitiveness index for Vietnamese human resources is 3.39 out of 10, with the country's economic competitiveness ranked 73rd out of 133 nations assessed (Lan, 2018).
In the face of global competition, it is crucial to recognize the challenges surrounding the quality of human resources in rural Vietnam According to the World Bank, successful entry into the Fourth Industrial Revolution (Revolution 4.0) hinges on the integration of four key factors: high-quality human resources, robust information technology infrastructure, innovative enterprises, and suitable institutions This highlights that, whether in traditional or digital economies, the quality of human resources is a fundamental driver of overall development (Tien, 2018).
International experiences demonstrate that Agricultural 4.0 education and training are pivotal in developing ecosystems that integrate research, business, and collaboration This approach transforms fields and farmers into institutions and researchers, enabling the provision of essential data for research facilities and enterprises to innovate agricultural products While Vietnam may not be able to immediately implement an Agricultural 4.0 education system, it is crucial to enhance awareness and foster a culture of continuous innovation in agricultural education and training (Lan, 2018).
To cultivate high-quality agricultural human resources, it is essential to align training programs with social demands by modernizing content and methods while enhancing linkages Training should focus on the integration of agricultural and rural industrialization, modernization, and the swift adoption of advanced scientific and technological innovations to promote smart agriculture for sustainable development Additionally, the government plays a crucial role in facilitating new market access, product trading, and financial support, alongside providing flexible policies and infrastructure improvements (Matthew, 2018).
Vocational training for rural labors in the international integration and Agriculture 4.0
For years, efforts to enhance the quality of higher education, including colleges and vocational schools, have gained global attention and implementation Despite this, theoretical research on the quality of vocational training continues to present diverse perspectives.
Training in rural areas faces significant challenges, including unequal quality, limited accessibility, and inadequate investment due to insufficient funding and a lack of collaboration among relevant ministries and agencies Many training programs are supply-driven and fail to address essential topics such as production planning, modern agricultural practices, value addition, business management, and marketing Consequently, rural areas are becoming less appealing, leading young people to perceive rural life as synonymous with hard labor on farms (OECD, 2017).
Vocational training for rural laborers in our country has recently been neglected, with many ministries, agencies, and local communities failing to recognize its significance as a continuous effort rather than a temporary task Both the general population and farmers lack awareness of the importance of vocational training, leading to challenges in assessing and forecasting the demand for such programs (Dai, 2012).
Therefore, the demand for vocational training needs coming from the reality of the people, the socio-economic development situation of the country, each locality and enterprises.
The vocational training system has significant shortcomings, including inadequate training quality for vocational trainers, insufficient professional competence, and weak practical teaching abilities Additionally, the pedagogical and educational skills of trainers are limited, and the training programs are outdated (Thang, 2017).
In 2011, the Institute of Vocational Training and Science Research released a comprehensive model titled "Vocational Training and Job Creation for Laborers in Land-Use Conversion Areas." This publication is a compilation of research findings and practical documents, drawing on various topics and schemes from both domestic and international sources.
This article addresses critical issues surrounding urbanization and its effects on rural Vietnam, focusing on the vocational training needs and job creation models for different rural labor groups Despite the introduction of a new model, existing literature lacks comprehensive evaluations, leaving questions about its effectiveness and applicability (Vuong, 2011) Therefore, further research is essential to assess vocational training for rural laborers in the context of Agriculture 4.0 and to propose solutions that highlight the roles of relevant stakeholders, an area that previous studies have not explored in depth.
Research objects, objectives and scopes
Objects
This research evaluates the state of vocational training for rural laborers in Vietnam, highlighting both achievements and challenges It provides an overview of vocational training in relation to the demands of Agriculture 4.0 and assesses how well these requirements are currently being met The study aims to propose comprehensive solutions and recommendations to enhance vocational training for rural workers, ensuring it aligns with the needs of Agriculture 4.0 and contributes to improving the quality of human resources amid ongoing international integration.
Objectives
The research is developed to get the following objectives:
Firstly, to provide an overview of vocational training for rural labors and requirements of Agriculture 4.0 on the issue.
Secondly, to assess the situation of Vietnamese rural labors, the vocational training for the subjects and how it meets the requirements of Agriculture 4.0.
Thirdly, to propose solutions to improve vocational training for Vietnamese rural labors to meet the requirements of Agriculture 4.0 and produce recommendations respect to relevant stakeholders.
Scopes
Between 2010 and 2018, a significant amount of information and secondary data was gathered regarding vocational training for rural laborers in Vietnam, primarily focusing on agricultural activities The analysis reveals two main types of vocational training: agricultural and non-agricultural However, this study will primarily concentrate on vocational training in agricultural professions due to its limited scope.
Research methodology
This research will utilize a qualitative approach to achieve its objectives, employing methods such as analysis, synthesis, and comparison of statistical data collected from secondary sources The focus will be on understanding the advantages, disadvantages, and solutions related to vocational training for rural laborers and Agriculture 4.0 Key information will be sourced from reputable organizations, including the Ministry of Agriculture and Rural Development, the Ministry of Labor, War Invalids and Social Affairs, the World Bank, and the General Statistics Office, among others Data will be gathered from websites, annual reports, newspapers, and magazines, as well as insights from research institutions and both governmental and non-governmental organizations in the social sciences.
Research structure
In addition to the introduction, conclusion, references, the research includes three chapters as follows:
Chapter I: Theoretical and practical framework of vocational training for rural labors in requirements of Agriculture 4.0.
Chapter II: Current situation of vocational training for Vietnamese rural labors in requirements of Agriculture 4.0.
Chapter III: Solutions and recommendations on improving vocational training for Vietnamese rural labors to meet the requirements of Agriculture 4.0.
THEORETICAL AND PRACTICAL FRAMEWORK OF
Definition of vocational training and vocational training for rural labors 10 1 Definition of vocational training
International and domestic papers show that there are many different kinds of interpretation in the definition of “vocational” It can be understood through some comprehension as follows:
The term "vocational," as defined by the Cambridge Dictionary, refers to the skills and education necessary for job preparation It encompasses the knowledge and abilities required for individuals to effectively engage in specific roles within the labor market, highlighting its significance in the social division of labor (Chanh and Cau, 2008).
Vocational work is characterized by a division of labor that integrates theoretical knowledge with practical skills to accomplish specific tasks It involves roles that share common theoretical foundations and utilize similar machines, equipment, and tools, ultimately producing uniform products (Uc, 2003).
In 2012, Dai highlighted the perspectives of Russian scientists, who define "vocational" as a type of labor activity that necessitates specific training and often serves as a means of survival In contrast, French scientists view "vocational" as a form of work that reflects an individual's skill habits in securing their livelihood.
Vocational activities are specific forms of human engagement that arise from the division of social labor As society develops, these vocations evolve to reflect changing needs and circumstances.
Training and education are interconnected concepts focused on enhancing the knowledge and skills of individuals to improve their capabilities in the workforce Education encompasses a broader scope, aiming to develop not only the intellectual and practical skills of individuals but also their personal qualities, such as beliefs and morality, enabling them to reach their full potential and positively contribute to society It is a process that nurtures the innate abilities of both teachers and students, aligning their competencies with the evolving needs of society In contrast, training targets specific competencies required for particular jobs, occurring later in a person's development once they have attained a certain level of education and experience Essentially, training equips individuals with the necessary knowledge and skills to perform designated tasks effectively.
Training involves the systematic teaching of practical skills and knowledge relevant to a specific field, enabling trainees to effectively acquire and master essential competencies for their careers Various forms of training exist, including basic and intensive training, professional and vocational training, self-training, retraining, and distance training, all aimed at helping individuals adapt to their roles and enhance their employability.
According to Karl Marx's theory, "vocational training" encompasses three key components: intellectual training, physical training—which includes activities from sports and military schools—and technical training This comprehensive approach aims to equip trainees with a mastery of fundamental production principles and the effective use of basic production tools.
According to the International Labour Organization (ILO), vocational training equips learners with essential skills to effectively perform tasks associated with specific professional roles This training focuses on imparting the necessary skills, knowledge, and attitudes needed for employment in a particular occupation or a related group of occupations across various economic sectors.
Vocational training offers individuals specialized instruction aimed at equipping them with the essential knowledge and skills for a chosen career path This training can be pursued by students seeking employment or employees looking to enhance their skills on the job Participants in vocational education programs focus on specific trades or crafts, with training available in diverse fields such as welding, culinary arts, medical transcription, and auto repair Many vocational programs culminate in certifications or licenses that validate the participants' competencies upon completion.
In Vietnam, there are some kinds of definition on “vocational training” mentioned below:
Vocational training is defined as a structured process designed to equip individuals with essential professional knowledge, skills, and attitudes necessary for employment or self-employment (Chanh & Cau, 2008) According to the Law on Vocational Training established on November 29, 2006, this educational activity focuses on preparing trainees to successfully navigate the job market or create their own opportunities after completing the program Ultimately, vocational training aims to fulfill societal needs, including those of the nation, businesses, and the learners themselves.
The Vocational Education and Training Law, enacted by the National Assembly Term XIII on November 27, 2014, establishes three distinct levels of training: elementary, intermediate, and diploma.
The goal of vocational training is to equip individuals with practical skills in production and services, ensuring they possess the necessary competencies, ethics, and discipline This training aims to prepare graduates for successful employment, self-employment, or further education, aligning with the country's needs in the context of international integration.
According to the United Nations (UN), the term "labor force" refers to the collective abilities and strengths of individuals that contribute significantly to both natural and social development.
According to the International Labour Organization (ILO), the labor force consists of individuals within a specified age range who are either currently employed or actively seeking employment.
UNESCO-UNEVOC defines the labor force as all individuals of working age who contribute to the supply of labor for producing goods and services, as outlined by the United Nations System of National Accounts (SNA) This encompasses both employed and unemployed individuals within the working-age population during a specific time frame.
Roles and importance of vocational training for rural labors
Research by the European Centre for the Development of Vocational Training (Cedefop) in 2011 highlights the significant benefits of Vocational Education and Training (VET), categorized into economic and social advantages These benefits can be examined across three levels: micro (individuals), meso (enterprises and groups), and macro (society as a whole) The findings illustrate how VET contributes positively to both economic growth and social development, as depicted in figure 1.
Figure 1.1: Types of VET benefits
Vocational Education and Training (VET) significantly contributes to economic growth by increasing profitability, reducing unemployment, and addressing inequality through higher qualifications in the labor market At the meso level, VET enhances individual skills, reduces skill mismatches, and facilitates successful labor market integration with competitive wages and career advancement On a micro level, VET supports national health, decreases crime rates, promotes the inclusion of marginalized groups, and improves overall quality of life Additionally, it fosters personal development, positive attitudes, and motivation within the social dimension.
Vietnam is actively transforming its economic growth model by effectively integrating broad and deep development strategies, necessitating a well-structured labor force and ongoing enhancement of human resources To facilitate this shift, particularly in the context of rural development, it is crucial to prioritize vocational training for rural workers, enabling the transition of labor from rural sectors to industrial and service areas, thereby supporting the new rural construction process (Tien, 2018).
Developing and enhancing the quality of the rural labor force is crucial for socio-economic progress in rural areas, especially given the fluctuations in labor resources Addressing these needs is essential for fostering sustainable development in rural communities (Dai, 2012).
(2020) affirmed that vocational training played a fundamental role in providing manpower for the growth and increasing labor productivity, which facilitates Vietnam to escape from the "middle income trap".
Thus, it can be seen that vocational training for rural labors would bring the following roles:
To meet the demands of rural socio-economic development, it is essential to address the decline in workforce quality caused by the migration of skilled workers from rural areas and the evolving needs of rural development Vietnam aims to achieve a modernized industrialized status with an average development level by 2020, as outlined in its socio-economic development strategy (Communist Party of Vietnam, 2010) This transition necessitates a significant shift of labor from agriculture to industry and services To ensure effective labor restructuring, it is crucial to assess human resource needs, create comprehensive training plans, and enhance workforce orientation (Hung, 2013).
Vocational training for rural laborers plays a crucial role in enhancing the adoption of scientific and technological advancements in agriculture By equipping agricultural workers with essential knowledge, the integration of these advancements into production is significantly improved (Thang, 2017) This not only liberates human and material resources but also boosts the efficiency of agricultural production and business Continuous improvement in vocational training is essential, enabling learners to master technology and confidently implement scientific methods in their agricultural practices.
Vocational training for rural labor is essential in preventing the "middle income trap," a phenomenon where countries become stagnant at a certain income level due to limited resources and initial advantages, as noted by Kenichi Ohno (2009) For developing nations like Vietnam, where a significant portion of the workforce is rural, enhancing human resources through improved skills, knowledge, and organizational capacity is crucial (Kenichi Ohno & Thanh, 2015) Eric Sidgwick (2019), ADB Country Director in Vietnam, emphasized the importance of implementing policies that foster higher incomes and boost labor productivity, highlighting the need for Vietnam to leverage the digital economy to advance towards a higher-income status.
Training in knowledge, skills, and attitudes for workers, especially in rural areas, is a critical mission due to the rising demands of the labor market and employers.
Components of vocational training for rural labors
Vocational training for rural workers differs significantly from traditional training programs, as participants often come from various age groups and possess prior knowledge and life experiences Many rural laborers have been involved in their trades since childhood or have inherited skills from previous generations However, this background can pose challenges for older trainees, who may struggle to adapt to new information due to their established beliefs and experiences Additionally, the prevalent mindset among Vietnamese rural laborers is one of conservatism, rooted in the ideology of small-scale farming, which can hinder their willingness to embrace change and innovation (Dang, 2017).
Rural laborers are typically hard-working, industrious, and eager to learn, driven by a strong desire to advance despite the existing gap between urban and rural areas Unfortunately, many individuals in these regions lack access to basic education, which hinders their opportunities for technical and vocational training (ILO, 2014).
A survey conducted by the Vietnam Institute of Educational Sciences highlights the diverse demographics of rural laborers participating in vocational training, with a significant majority being female and primarily holding only elementary school diplomas, while some are illiterate Many of these individuals work as hired laborers, living below average economic standards and teetering on the brink of poverty, which limits their access to formal educational programs (Minh, 2018).
Training needs should be determined to be suitable to each subject, each region and each locality.
Identifying training needs involves determining the specific skills, areas, and number of employees requiring training (Quan & Diem, 2012) Additionally, Dung (2013) emphasizes that a crucial step in accurately identifying these needs is to analyze the strengths and weaknesses of the workforce.
Studying the vocational training needs is essential to understanding labor market demands, including the required number of workers, specific training professions, and the necessary levels of knowledge, skills, and attitudes among the workforce This analysis is crucial for tailoring vocational training programs to meet these demands, ultimately reflecting the quality of vocational training available for rural laborers.
Identifying the genuine needs and capabilities of vocational trainees is crucial, especially for farmers facing challenging living conditions Many rely on budgetary support programs to cover vocational training costs, including tuition fees It's essential that funding also assists disadvantaged learners, such as the poor and policy beneficiaries By promoting vocational training and easing financial burdens, we can enhance the vocational qualifications of laborers in rural areas, where there is a significant demand for such training (Dai, 2012).
A vocational training system should be developed to match with the real situation of every country, region, locality, production and business establishments.
The vocational education system encompasses various institutions such as vocational colleges, intermediate schools, and training centers, alongside agricultural, forestry, fishery, and industrial extension organizations Their primary objective is to promote development activities through the transfer of technological advancements and vocational training Additionally, associations like Beekeepers, Gardening, Bonsai, Mechanical, and Automation Associations contribute to the enhancement of vocational skills for their members The system also includes social-political unions, such as the Farmers' Union, Women's Union, and Veterans' Union, as well as businesses and families that pass down occupations through generations.
Effective planning and design of vocational training institutions at various educational levels and localities is essential This involves restructuring the types of vocational training institutions, defining their roles, and enhancing the connections between different types within the system, which is crucial for a cohesive vocational training network.
Establishing a comprehensive vocational training facility system is essential, requiring not only classrooms but also adequate training machines and equipment to meet learners' practical needs Macro management levels play a crucial role in developing these training facilities, which includes planning the vocational training system, securing funding for schools and institutions, and overseeing the effective use of capital In Vietnam, the General Department of Vocational Training under MOLISA is responsible for state management in training and education.
Vocational training institutions must seek out socialized capital sources to proactively invest in, manage, and utilize their facilities effectively This approach is essential for vocational training management officials and trainers to enhance the quality and accessibility of training programs.
Developing skilled vocational training personnel, including managerial officials and trainers, is crucial for enhancing vocational training for rural laborers It is essential to recruit professionals who not only meet industry standards but also possess a strong theoretical foundation and practical expertise, along with a genuine passion for their roles Additionally, vocational training institutions should implement policies that regularly encourage and motivate these individuals to excel in their daily responsibilities.
1.3.4 Vocational training programs and materials
Rural labor work is characterized by its seasonal nature, necessitating flexible training programs that align with the learners' actual conditions and psychological habits to enhance the quality and effectiveness of vocational training Many learners tend to drop out due to scheduling conflicts with the harvesting season, highlighting the need for well-timed training sessions To develop effective vocational training programs, the state must establish standardized curricula tailored to various training levels, allowing vocational institutions to adapt and select components that meet regional labor needs and conditions.
Vocational training programs for rural laborers must be tailored to their specific needs and understanding levels, especially for ethnic minorities in remote areas Implementing on-the-job training methods that closely connect theory with practical skills is essential Additionally, these training courses should be scheduled during off-peak farming seasons and organized in a way that accommodates the participants' free time, ensuring maximum engagement and effectiveness.
Vocational training system has hundreds of different professions, however, they could be divided into two main types of agricultural and non-agricultural professions.
In the agriculture sector, rural laborers show a strong preference for acquiring skills in livestock breeding, poultry management, and high-yield cultivation techniques for rice and vegetables, as well as plant protection This group benefits from extensive hands-on training, making it easier to enhance the quality of vocational education for rural workers Conversely, the non-agricultural sector faces significant challenges in improving vocational training quality due to the unfamiliarity of many jobs to trainees and a lack of necessary facilities, equipment, and machinery.
To enhance the quality of vocational training for rural laborers, it is essential to implement specific adjustments that cater to the needs of the trainees This involves promoting the advantages of the training programs while addressing and overcoming any limitations that may hinder their effectiveness.
Factors influencing vocational training for rural labors
1.4.1 Guidelines and policies on vocational training for rural labors
Vocational training policies for rural labor consist of strategic decisions made by relevant state agencies aimed at enhancing the skills and quality of the rural workforce These initiatives are essential for supporting the agricultural and rural sectors' industrialization and modernization efforts.
In 2019, Khuyen highlighted various component policies aimed at enhancing vocational training, including initiatives for rural labor participation, support for vocational education institutions, and strategies for teachers and professional education managers.
Vocational training policies play a vital role in advancing human capital development, which is essential for economic growth, job creation, and income generation for workers (Tung, 2018) The establishment of these guidelines is particularly significant for enhancing human resources.
The effective guidelines and policies of the Party and State play a crucial role in enhancing vocational training, leading to the development of high-quality human resources that contribute significantly to economic and social progress The current achievements in Vietnam's economic, political, cultural, and social spheres reflect the success of these well-crafted vocational training policies for the workforce (AEE, 2016).
Effective management policies in state economic management are crucial for the development of vocational education and training These policies should focus on planning, creating a legal framework for training fees, and providing economic support for vocational training initiatives Additionally, it is essential to align vocational training goals with market demands and future socio-economic development needs (Hang & Thoa, 2015).
To effectively implement vocational training policies for rural laborers, it is essential to create comprehensive documents and plans, establish an organizational framework, and ensure coordination for execution This includes disseminating information about the policies, mobilizing and utilizing resources efficiently, and conducting inspections and monitoring to evaluate progress Key characteristics and requirements for successful vocational training in rural areas must be addressed to meet the unique needs of these communities.
Policies should prioritize engaging employers, private and collective sector entities, and socio-political organizations in the training process Encouraging these stakeholders to invest in the establishment of new vocational training facilities is essential for societal development and promoting educational socialization.
Secondly, relevant policies are suitable to the planning and socio-economic development plan of each locality; associated with enterprises, trade villages and local new rural construction program.
Thirdly, policies specifically support enterprises, associations, cooperatives, etc to participate in agricultural vocational training and the rural employment after apprenticeship with associated funding and socialization, etc.
Vocational training plays a crucial role in the socio-economic development strategy, focusing on equipping human resources with the necessary skills for industrialization and modernization It significantly enhances labor mobility and supports economic restructuring in rural areas, aligning with the Party and State's initiatives for sustainable poverty reduction By bridging the gap between urban and rural populations, vocational training for rural labor is a key policy for fostering social security and sustainable development in our country.
1.4.2 Information and communication on vocational training for rural labors
President Ho Chi Minh, in his talks on “Communication Officials and Communication Methods” published in Truth Newspaper in 1947, emphasized that effective information and communication should empower the people to understand, remember, and take action; failing to achieve these goals equates to ineffective propaganda This perspective remains relevant today, particularly regarding the critical role of information and communication in enhancing vocational training for rural laborers in the current context.
Effective communication is essential for raising awareness among policy beneficiaries and the public about their societal roles, thereby promoting social ownership This awareness encourages active participation in social management, fosters voluntary compliance with policies, and empowers individuals to propose solutions for achieving policy objectives It is particularly crucial for the successful implementation of vocational training policies aimed at rural laborers.
Fostering awareness among officials, rural laborers, and various sectors about the significance of vocational training is crucial for job creation, income generation, and enhancing the quality of human resources in rural areas When rural laborers recognize vocational training as both their right and responsibility, their active participation in such programs increases Promoting understanding of vocational training's role and importance among policy beneficiaries, community officials, and the public is essential for strengthening community relations and social value.
To enhance the effectiveness of information and communication, it is essential to not only clearly define content, tasks, and methods but also to choose suitable communication forms These may include direct communication and indirect channels such as television, radio, newspapers, magazines, and websites Additionally, organizing seminars and training courses for rural workers and the community can help them understand and apply this information in their daily lives (Thu, 2019).
1.4.3 Linkages of various partners in vocational training for rural labors
Effective implementation of vocational training for rural labor hinges on the collaboration of four key partners: managers, schools, farmers, and entrepreneurs Managers are responsible for ensuring the execution of policies that facilitate rural labor participation in vocational training Schools, as vocational training centers, focus on equipping rural laborers with skills that align with their needs and aspirations Farmers, typically of working age, seek vocational training to enhance their agricultural and non-agricultural production capabilities, aiming for stable employment and improved incomes to escape poverty Entrepreneurs play a crucial role by providing necessary resources and opportunities for these laborers, supporting them throughout their training and offering steady employment upon course completion.
The Socio-economic Development Strategy for 2011-2020 emphasizes the importance of fostering strong connections between businesses, employers, educational institutions, and the government to effectively develop human resources that meet societal needs.
The Vocational Training Development Strategy for 2011-2020 emphasizes that vocational training is a collective responsibility of society and a key element of the national human resource development strategy It calls for the active involvement of the government, various ministries, local authorities, vocational training institutions, employers, and workers to ensure that job training aligns with labor market demands.
Agriculture 4.0 and its requirements on vocational training for rural labors
Agriculture 4.0 is a term for the next big trends facing the industry, including a greater focus on precision agriculture, the Internet of things (IoT) and the use of big data to drive greater business efficiencies in the face of rising population and climate change The four main development placing pressures on agriculture in the near future are Demographics, Scarcity of natural resources, Climate change, and Food waste (Proagrica, 2018).
Based on the concept of European Agricultural Machinery (2017), agriculture was formed in five stages in the development process as follows:
The first is Agriculture 1.0, appearing in the early 20 th century, was a labor- intensive system of agriculture with low productivity;
Agriculture 2.0, known as the Green Revolution, commenced in the late 1950s and introduced innovative agronomic management practices, including the use of supplemental nitrogen, synthetic pesticides, and fertilizers This era also saw the adoption of more efficient specialized machinery, which enabled farmers to leverage relatively inexpensive inputs As a result, the Green Revolution significantly boosted yield potential and enhanced returns to scale across all agricultural levels.
Agriculture 3.0 shifts its emphasis from merely cutting costs to achieving profitability, prioritizing innovative and creative strategies that not only reduce expenses but also enhance product quality and foster the development of differentiated offerings.
Agriculture 4.0 represents a significant evolution in farming, paralleling the advancements of Industry 4.0 in the industrial sector This concept emphasizes the integrated networking of both internal and external farming operations, where all farm sectors and processes are digitized Consequently, communication with external partners, including suppliers and customers, is conducted electronically, and the transmission, processing, and analysis of data are automated, enhancing efficiency and connectivity in agriculture.
Agriculture 4.0 paves the way for the next evolution, consists of the present operation without direct human and system-based devices that can support to automatically make decisions.
The fifth is Agriculture 5.0, which will be based on robotics and some forms of artificial intelligence.
Agriculture 4.0 encompasses several key components that revolutionize modern farming practices IoT sensors play a crucial role in monitoring soil fertility and connectivity, while advancements in LED technology drive the growth of indoor farming, requiring precise lighting for optimal yields Robotics are transforming traditional farming tasks, supported by analytics software that identifies trends and enhances decision-making Solar cells power many farm devices, highlighting the importance of renewable energy in agriculture Drones and satellites facilitate data collection, and innovative methods such as indoor farming, aquaponics, and hydroponics leverage LED lighting expertise Additionally, farm fintech solutions, including digital payment, lending, and insurance services, are emerging to meet the financial needs of the agricultural sector.
Agriculture 4.0 implies connotations of both crops, livestock and possibly broader understanding of fisheries and forestry, for study, transfer and production In the modern agriculture, solutions are paid attention to sustainability and safety. Techniques in farming are implemented such as tillage, sowing, pruning, crop rotation, tending, harvesting in order to get higher productivity, better protect the environment based on progress of digital technology.
Thus, Agriculture in Industry 4.0 opens the path for a new technology era, fundamentally changing the value chain and business model in industrial production.
In the manufacturing sector, machines utilize advanced information and communication technology, along with systems and networks, to autonomously exchange and respond to data, effectively managing production processes (Anh, 2018).
The Fourth Industrial Revolution serves as the cornerstone for innovation across all industries, characterized by the seamless integration of advanced technologies This era of Industry 4.0 transcends traditional boundaries, merging operational technology, physical technology, and biotechnology to drive transformative change.
As other industries, Industry 4.0 has been taken place in agriculture. Agriculture that takes advantage of the industrial revolution 4.0 is called
"Agriculture 4.0" The core element of Agriculture 4.0 is information technology, digital technology and artificial intelligence.
Agriculture 4.0, also known as intelligent or digital agriculture, focuses on the digitization of all production and business activities, from farming to processing and marketing This innovative approach leverages the Internet of Things (IoT) and integrates operating systems with automation and intelligence By combining physical technology, biotechnology, and operational technology, Agriculture 4.0 ensures a continuous, efficient, and sustainable production process.
1.5.2 Characteristics and roles of Agriculture 4.0 in Vietnam
In the early 21st century, agriculture was often viewed as a lower technology sector; however, with the advent of Industry 4.0, it has emerged as a prime area for innovation, entrepreneurship, and investment (Lan, Huyen & Long, 2018) Agriculture 4.0 enhances the production of high-quality, high-yield crops even in challenging conditions, while also improving working conditions for farmers Through mobile connectivity, workers can manage their fields and livestock remotely, enabling them to make informed decisions that optimize their farming practices.
Agriculture 4.0 has gained traction globally, with notable advancements in countries like Israel, the United States, the Netherlands, Germany, Japan, Taiwan, and China In Israel and the U.S., desert agriculture thrives within closed systems, generating annual values of $120,000 to $150,000 per hectare Meanwhile, Japan and Taiwan lead in providing Agriculture 4.0 technologies, including sensors, connectivity solutions, robotics, solar energy systems, unmanned devices, and LED lighting.
The Industrial Revolution 4.0 has revolutionized food production, allowing developed countries to achieve higher productivity with significantly smaller land areas compared to developing nations like Vietnam This presents both opportunities and challenges for Vietnamese agriculture, which has only partially adopted 4.0 technologies While some innovative models utilize smart solutions and devices, many remain disconnected from the broader agricultural value chain However, Vietnamese farmers are increasingly engaging in the development of Agriculture 4.0, leveraging their experiences and technology acquisition to pave the way for a promising future in this new agricultural era.
Vietnam, as a latecomer in the global market, has a unique opportunity to enhance its agriculture through the Revolution of Agriculture 4.0 by adopting new technologies To fully capitalize on these opportunities, improving labor quality is crucial, as it enables the effective application of existing technologies and fosters the development of innovative solutions tailored to the country's needs.
1.5.3 Requirements of Agriculture 4.0 on vocational training for rural labors
Prior to the onset of Industrial Revolution 4.0, the agriculture sector needed innovative solutions to replace outdated production methods The strategic and selective implementation of advanced techniques from this revolution can significantly enhance production efficiency and product commercialization However, choosing practical and effective technologies is crucial for the success of high-tech agriculture, particularly in the 4.0 era, where the emphasis is on optimizing product output (Mai, 2019).
To effectively meet the demands of Agriculture 4.0, it is essential to implement significant transformations in vocational training for rural laborers This includes overhauling training models, programs, and methods to ensure that rural workers can access and utilize modern science and technology in their production and business practices.
International and domestic experiences in the development of vocational
Germany is renowned for its exceptional human resource training, particularly in proficient occupational techniques, ranking among the best globally At the university level, there are two distinct types: general universities (Universitäten) and specialized universities (Fachhochschulen or Universities of Applied Science) In the agriculture sector, leading institutions include Hohenheim, Munich, Bonn, Göttingen, Giessen, Kiel, and Kassel, with a remarkable practice rate of 40% in universities.
Germany is renowned for its exceptional vocational training schools, which are considered the best globally due to their commitment to practical education Each institution offers a clearly defined and specialized training system aimed at developing highly skilled professionals With well-equipped facilities that are closely linked to industry, students gain hands-on experience with machinery and tools, ensuring they are job-ready upon graduation.
Germany's dual system of apprenticeship and vocational training effectively combines practical experience with academic education, producing a highly skilled workforce Companies prioritize hands-on training aligned with their production technologies, dedicating 70% of the training time to on-the-job learning, while vocational schools cover the remaining 30% with essential theoretical knowledge These training facilities offer organized practical experiences in realistic work environments, with trainers using modern equipment, and apprentices receive a salary during their training Vocational schools, funded by the state, provide free lessons in both professional and foundational subjects As of 2018, over 56% of learners have opted for this dual training approach, highlighting its popularity and effectiveness.
Germany's advanced technology industry underpins its leadership in Agriculture 4.0, where nearly all essential sectors are at the forefront globally To support this innovative agricultural landscape, there is a strong emphasis on training specialized human resources in fields such as biology, life sciences, information technology, machine technology, automation technology, chemistry, and mechatronics These professions are prioritized as foundational industries, ensuring that the skilled workforce aligns with societal needs and maintains high quality standards.
Germany is currently facing a shortage of human resources, prompting the government to implement policies aimed at attracting young labor from various European Union (EU) countries and beyond The majority of these workers receive training in Germany before continuing their careers with German companies.
The German vocational training system emphasizes early career orientation for students, starting in high school, allowing them to select suitable career paths and training models It connects training with real-world manufacturing scenarios, enabling learners to gain practical experience and develop professional skills While vocational training is heavily regulated, the active involvement of enterprises is valued to attract resources and ensure a strong link between training and the employment of skilled labor Additionally, trainers must possess high vocational skills alongside their theoretical knowledge.
Enhancing agricultural development through skilled farmers is a key focus in China, guided by four principles of vocational training: delivering job education to rural areas, demand-driven vocational education, standardizing educational activities, and strict management of training programs The vocational training initiatives are tailored to meet the seasonal needs of agriculture and the specific demands of farmers, fostering their potential and creativity Graduates are equipped to earn a living in their chosen professions, while local authorities assess the suitability of farmers' skills for their farming scales Comprehensive data collection enables effective management oversight Additionally, professional farmers benefit from supportive policies such as agricultural price compensation, land tax advantages, preferential loan access, and technical guidance Chinese universities are actively researching training strategies for rural workers, contributing to the global presence of Chinese agricultural products produced through sustainable practices Overall, China has developed a labor resource strategy aimed at enhancing the quality of rural labor, emphasizing the importance of changing perceptions among officials and aligning labor resource development with national policies.
China is energizing its future through a robust focus on science and education, which includes the establishment of a comprehensive learning society aimed at enhancing students' creativity and practical skills The country is expanding educational opportunities at high school and college levels while strengthening vocational training initiatives Efforts are being made to diversify investment in education, particularly in underprivileged and rural areas, and to promote adult education By prioritizing vocational training within enterprises and increasing funding for training programs, China is ensuring that its workforce is well-suited to meet the demands of Agriculture 4.0 Additionally, the encouragement of labor resource development organizations is vital for rapidly advancing to international standards in skilled labor.
Thailand's advanced agriculture sector is a key player in the global market, exporting high-value seeds and processed products worldwide Recognizing that the human element is crucial for the success of Agriculture 4.0, the Thai government is committed to enhancing the skills of its workforce for the 21st century This involves reforming the education and training systems to develop new human resources, positioning Thailand as a regional leader and integrating it into the global economy The focus is on transforming educational ecosystems to emphasize purpose-driven and results-oriented learning, reflected in the goals, governance, teacher competencies, curriculum, and teaching methodologies.
Thailand is focusing on skill development programs for rural laborers, allowing for flexible study and program transformation Recognizing Industry 4.0 as a key driver of economic growth, the country is specifically orienting human resource training towards robotics and automation The Thai government has established an integrated system for education, training, and career development tailored to future job markets Strong support measures include revamping educational systems, enhancing career development pathways, and equipping individuals with skills necessary for Agriculture 4.0.
1.6.4 Experiences of Bac Kan province
Rural labor in Bac Kan province makes up 75% of the population and over 50% of the social labor force To promote sustainable livelihoods, the province has focused on enhancing vocational training for rural workers linked to job creation From 2010 to 2019, vocational training was provided to 25,486 individuals, resulting in 42% of the labor force receiving vocational training, which is considered a strong achievement within the region.
Vocational training for rural laborers in the province is implemented through "on-the-job training," enhancing the quality of education at vocational training centers and colleges This approach integrates guidance, management, and oversight of vocational training by political and social organizations.
The province effectively integrates socio-political organizations with international programs, notably through funding from the Government of Luxembourg for a boarding ethnic minority vocational college in Bac Kan This institution offers training at various levels—college, intermediate, and elementary—while focusing on enhancing vocational skills and conducting scientific research The curriculum is tailored to meet practical demands, offering programs in mechanical engineering, animal husbandry and veterinary science, as well as crop cultivation and protection Graduates of these training programs are equipped to secure employment in their respective fields.
The Bac Kan provincial Farmers' Union, in collaboration with the Project Management Board of the "Pro-Poor Partnerships for Agro-Forestry Development (3PAD)" funded by IFAD, has successfully implemented a farmer-to-farmer training model since 2011 This initiative has established a team of skilled farmer trainers who educate fellow farmers on cultivation techniques, animal husbandry, and technology transfer These trainers, recognized for their successful family economic models, are respected community members who understand local customs and can effectively share knowledge, particularly with ethnic minorities By remaining in their hamlets and providing practical cultivation models for field visits, they offer valuable support and guidance to farmers facing challenges This model proves to be effective, as it is easy to understand, practical, and cost-effective for participating farmers.
Farmer trainers undergo training using a participatory approach that prioritizes learners, allowing them to develop lesson content from their own experiences This method enhances their confidence and proactivity, enabling them to secure numerous service delivery contracts post-training.