Developing the Practical Training Teacher Workforce in Vocational Education Institutions Based on a Competency-Based Approach:

Literature Review and Strategic Solutions for Vietnam

Do Thi Bich Loan, Dang The Long, Nguyen Thi Thuy

The study uses a competency-based approach (Mulder, 2014) to compare the current state of development of vocational education and training (VET) teachers in Vietnam with six leading countries (USA, Germany, Singapore, China, Japan, Australia) according to four criteria: mandatory national standards, practical business experience, periodic rotation and continuous digital training. Results: Vietnam only achieved 3.0/10 points (lowest), with a double standard achievement rate of < 50%, business experience of 28–32%, rotation of < 10%, and digital training of 15–18% (Tổng cục Giáo dục nghề nghiệp, 2023; Nguyễn, H. L., 2023). Conversely, the six countries achieved 7.75–9.5 points and a student employment rate of 85–99.5% thanks to the synchronised implementation of the four factors above. The study proposes four strategic solutions: (1) double standards + double rotation in the German style; (2) deep enterprise cooperation + national digitalisation platform like Singapore–China; (3) high-intensity CPD like Japan; (4) flexible certification + short-term secondment like the US–Australia. Implementation from 2026 will help Vietnam raise its score to 7+, achieving the goals of the Vocational Education and Training Development Strategy 2021–2030 and supporting smart agriculture and industry.

Practical teachers, Vocational education, Competency-based approach, International experience, Dual standards – rotation – Digitalised CPD