From: Jan Van Huis

Voluntary VET expert

National institute for Vocational Education and Training (NIVET)
Hà Nội, Vietnam
Mob: +84.915.363.308
E: janvanhuis@gmail.com
Skype: jan.van.huis

Grant application Letter

To:
The Application Board of the “Crossing Borders Program”
Berlin
GERMANY

Annexes:
1. Information about Southern College of technology and Agro-Forestry, in Binh Duong province
2. Project Proposal: “Strengthening the Training Center in Măng Den in Kontum, by Kontum”, (code: TC-
MĐ2018)
3. Mr. Bùi Như Diễm, Jan Van Huis (2017), Using the “Theory of Change” to design, implement and
evaluate the vocational training center in Măng Đen, Kontum province, Vietnam

Dear Sir, Madam,

It is a pleasure to submit the grant application for the project “Strengthening the Training Center Măng
Đen in Kontum, by Kontum” (TC-MĐ2018). The training center is established in 2017 in the mountainous
Kôn Plông district, Kontum province in Vietnam on the initiative of the director of the Southern College of
Technology and Agro-Forestry, in Bình Dương province, Mr. Tràn Dầng Bổng. In annex 1, you find
relevant information concerning the College and its three training centers in Bình Dương and Kontum
provinces.

The innovative objectives of the Training Center in Măng Đen are two folded:
 Firstly, to provide training opportunities towards the local population, consisting for 85% out of ethnic
minorities, who are living in often miserable conditions in the villages in hilly regions of Kontum. Until
recently, skill training facilities were non-existing in that part of the province.
 In the second place, to develop income generating activities through the utilization of the training
center’s resources, such as land, water, personnel and infrastructure, to become self-reliant and
assure a sustainable future evolution of the TC-MĐ.
Through the provision of skill training on issues relevant to the provincial and local economy, to
youngsters and adult-learners, like community forestry management of remaining natural forests, coffee
production, pig and poultry raising, horticultural farming, carpentry, wood carving and skills for the
emerging eco-tourism industry, the overall labor productivity could be improved and poverty in the
province reduced.

In annex 2: “Application Proposal for the Robert Bosch Foundation’s program “CROSSING BORDERS”,
written by Jan Van Huis, project advisor, contains the submitted project proposal, to be implemented by a
team of committed teachers working in the College and its affiliation: The Training Center in Măng Đen,
Kontum. This team wants to make a creative and innovative turn, through the development of a number of
predominantly management assets for the center, which could facilitate discussions and thoughts about
the way the Center is embedded in the local economy, the regional decision making structures
represented by stakeholders and the complexities for the alignment of the Center’s ambitious strategy.

The proposed inquiry and workshop results into an improved coherent “educational business strategy
plan” for the Training Center. A first and provisional draft of the education strategy plan is presented in

1
 annex 3: “Using the theory of Change to design, implement and evaluate the vocational training center in
Măng Đen, Kontum province, Vietnam”, but need detailed elaboration. In the new, future strategy
document attention is paid to training needs analysis, the identification of beneficiary target groups,
collaborating stakeholders such as horticultural farms, hospitality industry, construction sector, village
leaders, veterinary services, forest protection services, local administrators under the umbrella of the
people’s committees at district and provincial levels; and important actors in the various production chains
for coffee, pork meat and vegetables, etc.

In addition, the educational strategy should contain a provisionally elaborated “marketing and
communication” component to inform beneficiaries and stakeholders about training products and methods,
such as the introduction of apprenticeships in the center’s curriculum. The communication strategy should
also supportive to a provincial “skill development platform”, where local administrators, stakeholders and
learners are regularly discussing the center’s approach and progress. During its follow-up, the project
intends also to produce a web site, flyers for enrolling students and collaborating stakeholders.

In order to sharpen the minds of the inquiry- and the workshop staff, a trip to Germany is foreseen to get a
better insight in the role of “work-based learning and apprenticeship systems” in rural development and
forestry management by farmers and the inevitable and fruitful communication between training provider
and stakeholders.

The proposal contains a budget with a total of 17,000,= Euro. While the project planning chart, covers the
period February-May 2019 for the project implementation.
The present project proposal is the result of a joint effort, with long discussions between the College
management, teaching staff in the Center and the two advisors Mr. Bui Nhừ Diễm and Mr. Jan Van Huis.
The latter person drafted the concept for this proposal.
The signatory submit the proposal on behalf of the Binh Duong College Community, including the TC-MD
staff and we all hope and expect a positive and rewarding response from your side in the near future. If
there are any questions from your side, don’t hesitate to contact me.

Yours faithfully,

Jan Van Huis

2
 Annex 2: Application Proposal for the Robert Bosch Foundation’s
program “CROSSING BORDERS”

Project Proposal
“Strengthening the Training Center in Măng Den,

in Kontum, by Kontum”
(code: TC-MĐ2018)

Drafted by Jan Van Huis, 27.10.2018, in Ha Noi

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 Table of Contents
Summary
1. Introduction
2. Project Aims and Objectives
 Aims
 Short-term objectives: Planning stage & capacity build-up
3. Justification of the project
 Challenge 1: Parents’ choices
 Challenge 2: School income
 Challenge 3: Top-down & Bottom-up approaches
 Challenge 4: Employers’ mindset
 Challenge 5: Regional Collaboration
 Challenge 6: Leadership development
4. Proposed Activities
4.1 Introduction
4.2 Inquiry Actions
 Objectives
 Implementation of the inquiry
 Expected Outcomes
4.3 Workshop “Formulating TC-MĐ Strategy”
 Objectives
 Attendances
 Methods
 Expected Workshop Outcomes
4.4 Visit to Germany
 Objectives
 Study Approach and Method
 Expected results
 Expected Project Results
5. Project results
6. Project organization
7. Project Planning
8. Project Budget

List of figures and charts

1: Education Model Canvas (EMC)
2: Planning for project TC-MĐ2018
3: Provisional budget for the project TC-MĐ2018

List of Abbreviations
CFM Community Forestry management PV Para-Veterinarian
DARD Provincial Department of Agriculture and Rural Development SME Small and Medium Enterprises
EMC Education Model Canvas TC Training center
GIZ German Development Organization TC-MĐ Training center-Măng Đen
MARD Ministry of Agriculture and Rural Development ToC Theory of Change
MARD/OPD /Organization & personnel Department UBND People Committee, at provincial and district levels
MoLiSa Ministry of Labor and Social Affairs VCCI Vietnam Chamber of Commerce & Industry
NGO Non-Government organization VET Vocational Education & training
NIVET National Institute for Vocational Education and training Wk Week
PF Para-Forester

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 Summary
Origins. The grant application concerns the project “Strengthening the Training Center-Măng Đen, in
Kontum, by Kontum” (TC-MĐ2018). The training center is established in 2017 in the mountainous Kôn
Plông district, Kontum province in Vietnam on the initiative of the director of the Southern College
of Technology and Agro-Forestry, in Bình Dương province. In an separate annex, you find relevant
information concerning the College and its three training centers in Bình Dương and Kontum provinces.

Objectives. The submitted project TC-MĐ has the objective to introduce and develop a provisional and
experimental “Education & Business Strategy” for the TC-MĐ, which includes a number of principles and
characteristics: 1) The TC-MĐ is a purpose-driven training institute, 2) which is prepared to learn about the
specific needs of the enrolled trainees. 3) Nevertheless the TC-MĐ should follow market demands for
training content, methods and proposed income generation. 4) Collaboration and communication with
employers and SMEs in the region are important to develop the proposed “work-based training system”
with apprenticeships. 5) A light but effective monitoring and feedback system is defined to pay attention
what “happened” in around the Center, which can provide input for a “learning-driven” Center organization,
where staff values mutual accountability as part of their learning process and where personal
empowerment of trainees are the focus of decision-making.

Actions. To accomplish the above mentioned long-term and short-term objectives the following activities
should be implemented. The activities concern: 1) An inquiry of the labor market conditions in Kontum
province, 2) An one-day workshop to elaborate the various components in educational program and in the
income generating activities, 3) The elaboration of the Center’s communication strategy towards future
students and adult learners, employers and local authorities 4) A two-week study visit by the TC-MĐ-
management and project leader to Germany to acquire insights in the “work-based or dual learning” and
apprentice systems in agricultural and forestry education, in rural development 5) Drafting an “Educational
business strategy” report, reflecting the experiences obtained during the activities. A dedicated project
team will be established consisting of the six persons to guide and supervise the project activities. After
approval by the Robert Bosch Foundation, the project implementation is scheduled for the period after
TeT 2019, till May 2019. The total project budget is estimated at 17.000,= Euro.

5
 1. Introduction
The proposal concerns the “design and development actions” for the sustainable and self-reliant
development trajectory of the Training Center Măng Đen (TC-MĐ), Kon Plông district, Kontum province in
Việt Nam. A group of committed teachers and stakeholders intend to draft an educational business
strategy for the TC-MĐ, in order to assure the TC’s contribution towards poverty alleviation through skill
gap reduction and improved labor productivity amongst the minority population in Kontum province.
Through skills and productivity improvement, it is assumed that the rate of employability will increase as
well.

A first and provisional draft of the educational business plan is already drafted by Mr. Bui Nhu Diem and
Jan Van Huis1, in 2017 and entitled: Using the theory of Change to design, implement and evaluate the
vocational training center in Măng Đen, Kontum province, Việt Nam and presented in annex 3 to this
proposal. However, this draft paper requires substantial and additional elaboration in terms of the following
issues:
a) What are the envisaged target groups of the TC to be enrolled for the various programs: Veterinary
services, animal husbandry, forestry, wood processing, eco-tourism, horticultural production; Under
what conditions are target groups participating in the training programs? The WHO and WHAT
question.
b) The village leaders, with their commonly owned forestry lands, together with the horticultural,
construction and hospitality enterprises in the province, are they prepared to collaborate in the future
apprenticeship programs? Under what conditions? Again, the WHO and WHAT question.
c) The options for income generation by the TC-MĐ to reduce dependency on provincial and national
subsidies and enlarge the future financial feasibility of the TC-MĐ. This issue refers to the HOW-
question.
d) The coherent embedding of the TC-MĐ as an instrument for the rural development strategies of the
local Governments and actors in the private sector, requires further details. Again, this issue refers to
the HOW- and WHAT-questions at meso-levels.
e) The further elaboration of the educational programs to be provided by the TC-MĐ, the organization of
the dual training programs, especially the advocated collaboration with external stakeholders for these
programs. This substantive aspect of the TC-MĐ, refers to the WHAT- and HOW issues at meso-
level, since the TC-MĐ can only successfully operate, when it collaborate with public and private
regional stakeholders.
f) The development of required innovative training methods such as apprenticeships and “work-based or
dual learning” systems, long distance learning, social media via internet and mobile phones, which are
omnipresent in the province, are urgently needed. This substantive aspect of the TC-MĐ, refers to the
WHAT- and HOW issues at micro- or class-room level
In the sections below, these issues will be shortly elaborated. Therefore attention will be paid to the 1)
project objectives, 2) their justification, 3) the proposed project activities, 4) the expected project outcomes
and 5) required project means, such as the project team and financial means.

2. Project Aims and Objectives

 Aims
The project “Strengthening the TC-MĐ in Kontum, by Kontum”, has the aim for the long-term to initiate a
transitional process towards a sustainable, coherent training offer with high quality standards, based on
collaboration between various stakeholders, such training institutions, including the TC-MĐ, enterprises
and local government agencies in the Kontum region.

 Short-term objectives: Planning stage & capacity build-up

On the short-term, the project objectives are the following and are part of the present grant application:
1) The planning stage, in which plans are prepared and inquiries are made for collaboration between the
TC-MD and the regional enterprises, SMEs, Government agencies of MARD, MoLiSa, Tourism,

1
Mr. Bui Nhu Diem, is a former agro-forestry college director in Lang Son province and program coordinator of the VocTech-
Program (2005-2010) aiming at agro-forestry school improvement and Mr. Jan Van Huis, former TA of the Voctech-program

6
 Forest Protection Agency (Kiểm làm), hydro-power companies, etc., other training institutions and
Universities.
2) The definition of the project organization presented: with its objectives, project structure and
processes, project leader, budget to operationalize the various forms of collaboration (with contracts?)
and the regional coordination agency: “Platform for Skill-building”.
3) The needs for capacity build-up amongst teachers, entrepreneurs and administrators are identified. By
the way: The skill-building operations will start provisionally during this project through the inquiry,
organization of a workshop and the trip to Germany!

3. Justification of the project

The VET-system in rural areas in Vietnam is confronted with a number of uncertainties and complex
issues, showing the volatile and ambiguous character of the present trends in and around the training
center’s context. Below a number of challenges for the TC-MĐ management are indicated.
 Challenge 1: Parents’ choices
One of these changes concern parents’ preferences in school choice and education priorities for their
children’s future career, which is increasingly located outside agriculture and the rural areas. As a
consequence, the number of enrolled students in the agro-forestry department is extremely low and in
many cases, faculties are forced to close. The youth don’t like a career in the agro-forestry sector since it
is linked with drudgery, low incomes, if anyhow a paid job is available, which is often not the case.
Consequently, agricultural training centers are in general faced with declining student enrolments, since
job perspectives in the rural scene are bleak. In addition, schools are unable to influence perceptions in
favor of rural jobs for those, who are entering the job market, in spite of remarkable growth figures in the
regional agricultural sector.
 Challenge 2: School income
A second challenge is the financial situation in the vocational schools and colleges. Vocational education
and training (VET) is structurally underfunded in Vietnam, which has a detrimental impact on educational
quality, staff and school performance. To overcome these thresholds, the new Government policy “invites”
schools to get engaged in income generation through entrepreneurial activities, like the manufacturing of
products and the delivery of services to clients. In the TC-MĐ design the entrepreneurial component is
incorporated from its start.
The Binh Duong College leadership promotes business development amongst the support and teaching
staff, in order to change the culture in the college and make entrepreneurial skills an essential part of the
curriculum and staff development. The creation of school businesses, as is done inside Binh Duong
College creates favorable conditions to accomplish these objectives. Teachers support fully the
development of school-businesses and are prepared to diversify their job actions for this purpose, beyond
the regular teaching tasks. In Măng Đen, teachers and school staff build the Training Center themselves,
without professional constructors. In addition, in the TC-MĐ, teachers’ salaries and rewards are improved
as well, as a result of the implementation of school business and income generation policy.
 Challenge 3: Top-down & Bottom-up approaches
The time where centralized top-down policy decisions shaped the rural world and its development
trajectory are over. But how to align local needs and bottom-up approaches with provincial and national
policy initiatives remain still an unknown territory. In concrete: How to link in a creative way the national
policies for poverty reduction and economic growth with grass root initiatives such as the TC-MĐ is still a
black box. For this reason, it is essential to align everyone in the College, the TC-MĐ organization and
the external stakeholders in Kontum province to support the design and implementation of the core
mission and values of the newly established TC-MĐ.
 Challenge 4: Employers’ mindset
But there is still a structural problem at the employers’ side, where recruitment of workers takes place. In
Binh Duong, the industrial hub of Vietnam, industrial employers prefer to recruit unskilled laborers,
receiving low wages, compared to the salary levels to be paid to trained workers or college graduates. As
a consequence, the college graduate remains without a job. How to overcome this employers’ mentality,
which is widely-spread in the province? These employers (esp. Japanese, Taiwanese, but also
Vietnamese) prefer unskilled labor, not only for their low wage levels, but employers assume that the
unskilled labor can easily be retained in the company, since they lack alternative options outside the
company. While a (semi-) skilled worker might look for another, better paid job after a certain period of
time, making the company’s “on-the-job training” for semi-skilled and standardized routine work, a lost

7
 investment. The firms are not willing and able to develop a long-term career perspective for the young
recruited skilled worker, in order to retain him or her in the 1st job.
Challenge 5: Regional Collaboration
One of the preconditions for the advocated “Strong Vocational Education” in the region to be successful, is
collaboration with regional businesses within the production value chain: “From Tree to Table”, or “From
Seed to Salad”.
1) The advocated collaboration should provide future options to:
1.1 Organize technical and training facilities inside the school (through available modern production
methods and equipment).
1.2 Outside the school through e.g. apprenticeships to show students the attractiveness of the
particular job.
2) To meet the demands of the regional labor market,
2.1) Through exchanges by teachers and instructors and teacher’s traineeships for professional
development purposes, professional contacts and technological innovation,
2.2) To jointly develop training programs to shape the “learning & development” concept between
business and TC.
3) To continuously innovate education practices
To apply new (ICT) technology or equipment in the lessons. Didactical renewals in the class room can
sustain diversity in teaching content or substance, methods and approaches.
4) To provide adequate career guidance
Career guidance might male and female students motivate in a better and appropriate way to work in
specific jobs in horticulture, forestry, or tourism.
 Challenge 6: Leadership development2
Therefore, creating a new training center in Kontum, requires a new leadership style, which is enabled to
cope with these challenges in the rural communities and is responsive to these challenges to make and
shape the desired “Strong Vocational Education in the Kontum Region, by the Region”. Therefore, the
leadership should focus on a number of principles the TC-MĐ identified from the onset: 1) The TC-MĐ is a
“purpose-driven” training institute; 2) The TC-MĐ follows market demands for training program
development and income generation; 3) But at the same time the TC-MĐ is a “learning-driven” unit, where
the staff values mutual accountability as part of the learning process and focuses on the empowerment of
Center’s trainees. 4) But training as a strategic tool for successful poverty reduction, requires a broader
spectrum of services and support, since causes of poverty are complex. But moving from abstract
principles and objectives towards action, will take time, needed to build the necessary trust between TC-
MĐ, its clientele, trainees and the stakeholders in the region. 5) The engagement of employers and SMEs
in the innovative “work-based learning system” with apprenticeships goes beyond the current recipe-like
approach in VET and requires vision, creativity, feedback for learning and inspiration, induced and
fostered by College leadership, who took the road exit to innovation in agro-forestry training and use!

4. Proposed Activities

4.1 Introduction
A first and provisional version of the educational strategy is available3. However, as indicated before in the
section “introduction” this draft requires additional elaboration and improvement.

To accomplish the above mentioned long-term and short-term objectives the following activities should be
implemented. The activities concern: 1) An inquiry of the labor market conditions in Kontum province, 2)
An one-day workshop to elaborate the various components in educational program and in the income
generating activities, 3) The elaboration of the Center’s communication strategy towards future students
and adult learners, employers and local authorities 4) A 2-weeks study visit by the TC-MD-management
and project leader to Germany to acquire insights in the “work-based or dual learning” and apprentice

2
M.Q. Patton (2011), Developmental Evaluation, Applying Complexity Concepts to Enhance Innovation and Use, The Guilford
Press, NY
3
This strategy is annexed to this proposal and entitled “Using the theory of Change to design, implement and evaluate the vocational
training center in Măng Đem, Kontum province, Vietnam”, and drafted by two authors: Mr. Bui Nhừ Diễm, former agro-forestry
director in Lang Son province and Jan Van Huis, former technical advisor of the agro-forestry school improvement program Voctech-
program 2005-2010

8
 systems in agricultural and forestry education, 5) Drafting an “Educational business strategy” report,
reflecting the experiences obtained during the activities.

4.2 Inquiry Actions

 Objectives
The inquiry is meant to provide contextual information for an evidence-based TC-MD development
strategy, covering the “WHAT” and “HOW” details for the various components in the proposed training and
commercial (or income generating) efforts.
1. Forestry, in training package no 34: Under what conditions is the advocated “community forestry
management” (CFM) approach feasible in Kontum province? Which villages, with farm household
owning forest land rights, are suitable to start CFM-pilots and train a number (how many?) of Para-
Foresters (PF), assigned to support the forestry management process? How can the provincial
forestry department, private and state timber companies be involved for a sustainable PF-system?
What are possible constrains in “taking care” of the remaining natural forests? What are the acreages,
production figures, etc.?5
2. Poultry & Pigs, in training package no 6: Under what conditions is the advocated Para-Veterinary (PV)
training and the “para-vet as an bare-foot entrepreneur” a feasible aim? What are the prevailing
constrains in poultry and pig production and marketing? What are the present production figures in
Kontum? What is the future engagement of DARD, NGOs operating in the region?
3. Workers training for small & medium enterprises (SME), as mentioned in training packages no 1, 3, 5:
The proposed training modules for the 1) wood processing & wood carving, 2) house construction, 3)
horticultural and hospitality industries, coffee farmers in the region requires a quantitative justification,
in terms of 1) the number of SMEs currently operating in the region, 2) trends in employment
opportunities in the SMEs, 3) The SME’s preparedness to participate in “work-based or dual learning”
systems together with the TC-MD, 4) The conditions, under which such a dual learning system with
apprentices can be operated.

In the design of the TC-MĐ, a number of income generating activities are foreseen, which will be
developed in the coming years.
4. TC-MĐ production & services for income generation, mentioned in packages no 2, 3, 8, 9, 10:
However, the proposed income generation actions require more elaboration in this stage and these
actions should be assessed on their feasibility and contribution to the institutional and sustainable
development of the TC. It concerns the following items: 1) The production of timber seedlings; 2)
Production of seedlings for medicinal trees, shrubs and seasonal herbs; 3) Coffee production at the
0.5 ha large coffee plot of TC-MĐ; 4) Summer courses for urban youngsters, spending their holidays
in the ecological zones of beautiful Kontum province for activities like learning English, climbing
mountains or rafting on the streams; 5) Care and housing systems for elderly people in the province;
6) Center’s income from the fees levied on the training courses provided by the TC-MĐ.

 Implementation of the inquiry

The inquiry will be implemented by a team of two teachers and the TC-MĐ-director, during a fortnight in
Kontum province. Information and information sources are available in the provincial, district and
commune people’s committees (UBND), selected village leaders, key-SME operators in the relevant five
sectors, like 1) forestry, 2) wood processing, 3) construction, 4) horticulture and 5) hospitality. In addition,
VCCI6 and representatives of the specialized ministries like MARD, Industry, MoLiSa, Health are invited.
Questionnaires will be prepared, researchers trained on interviews and reporting.

 Expected Outcomes
1. The inquiry should result into a better insight in the regional labor market and its trends. Especially in
the sectors and product value chains prevailing in the Kontum region (e.g.: 1) forestry, 2) wood
processing, 3) construction, 4) horticulture and 5) hospitality) where growth is expected and

4
“Package” refers to the deliveries of the TC-MĐ, as mentioned in table 3 in annexed article
5
From this respect the TC-MĐ might consult the KfW10 funded project entitled “Protection and Inclusive management of Forest
Ecosystems in Quang Nam, Kon Tum and Gia Lai provinces” to align with MARD policy, HRD and funding
6
VCCI = Vietnam Chamber of Commerce and Industry

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 consequently demands for qualified technicians are foreseen for the coming 4 years, in terms of
quantity and quality.
2. Secondly, the inquiry provide a list of 50 SMEs, prepared to collaborate with the TC-MĐ in its dual
training system with apprenticeships and the basic but essential preconditions for the advocated
collaboration.
3. In addition, the inquiry will provide a strategic base for the further design of income generating
activities by the TC- MĐ for the tree nursery outputs, coffee production (e.g. should it be organic
coffee?), para-vet system, para-forester system, summer and holiday courses, hospitality/care for the
elderly in narrow cooperation with NGOs7.
4. The results are provisionally described in a report in English and Vietnamese, which serves as a
substantive base for the one-day workshop hereafter.

4.3 Workshop “Formulating TC-MĐ Strategy”

 Objectives
The workshop will have the following objectives, i.e. after the workshop the following is materialized.
1 Participants have reflected in the contextual factors relevant for the institutional development of the
TC-MĐ, through the assessment of the proposed ToC developed for the TC-MĐ, via brainstorm
sessions.
2 With the help of “Education Model Canvas”, participants elaborated a limited number of the proposed
“product & service” packages (suggested number 4?), meant for training and income generation by
the TC-MĐ and acquired strategic insights in the “customer-focused” development of the center in
Măng Đen
3 A precondition for a successful development of the Center is the emergence of a “Communication
strategy” and the establishment of a “Skill-Platform Kontum”, for continuous mobilization of
stakeholders. On both issues, communication & platform, attention will be paid8.

 Attendances
In total around 35 persons, consisting of the following categories:
 VET-Professionals: College and TC-MĐ leaders, TC-MĐ teachers (5p).
 Beneficiaries or customers: Students and adult-learners from Kontum, Dắk Ha, Măng Den and
engaged in 5 sectors for which the TC-MĐ will provide products and services, (10p).
 Small & medium enterprise (SME) representatives from the 5 sectors: Forestry, wood processing,
horticulture, animal husbandry, hospitality (10p).
 Regional stakeholders: UBND from Kontum province, from districts from where beneficiaries are
recruited, such as Kôn Plông (5p).
 National & ministerial stakeholders: MARD/OPD, MoLiSa, NIVET, DARD-Kontum, VCCI (5p).

 Methods
Working procedures and methods are roughly split into two categories during the workshop
 In the first part the validation of the ToC is done through brainstorm sessions with the workshop
participants. The brainstorm sessions are structured according the guidelines as described by De
Silva & Lee (2015)9
 In the second half of the workshop an effort is undertaken to elaborate in more details the various
proposed eleven TC-MĐ packages, according to the “Education Model Canvas” (EMC). The EMC is
an educational business modelling tool, developed by a Dutch VET-agency10, which in its turn relied

7
An interesting case is “REACH Vietnam”, an NGO dedicated to youth employment, which manages, as of January 2017, five
training centers in five provinces in north and central Viet Nam, providing short courses in for instance: 3D modelling, Hospitality
Cooking, Sales and Marketing
8
In our dreams, we can imagine that a group in the workshop is charged with the initial and provisional elaboration of scripts for
video films, radio programs, articles in regional papers, which serve as targeted advertisements for the TC-MĐ training and service
programs via social media like Facebook.
9
Mary De Silva and Lucy Lee (2015) Using Theory of Change in the development, implementation and evaluation of complex health
interventions, A practical guide
10
www.sterktechniekonderwijs.nl (in Dutch language): “strong technical education”

10
 on other authors11. A EMC-model articulates the logic and demonstrates “HOW” a school or training
center might create and deliver value (“WHAT”) to customers (“WHO”) through the production of
products and services. The EMC main purpose is to link school strategy with organizational processes
putting value creation towards customers into its core or focus. Through capturing the
interconnections of the various elements within the EMC, such as customers, offer/output: value
proposition, resources and infrastructure, costs and effects in a multi-dimensional environment. The
EMC contains a conceptual priority order, as can be seen in chart 1, with the focus on customers (or
students).

Chart 1: Education Model Canvas (EMC)

HOW?
KEY PARTNERS (p8) KEY ACTIVITIES (p7)
 Who are your key- What key-activities are
partners, who help you to required to materialize:
implement the value  The value propositions
proposition? (products, services)?
 Who are your key  The distribution
suppliers, who help you channels?
to implement the value  The customer
proposition? relationships?
 Which key resources are Indicate the essential and
we acquiring from our intermediate steps
partners and in return KEY RESOURCES (p6)
what do they receive What key resources
from us? (people, knowledge, space,
 Which key activities do equipment, etc.) do you
partners perform and in need to:
return what action do  Provide the demanded
they expect from us? value propositions?
 To channel and
distribute the value
propositions (products,
services) towards
customers?
 To build and sustain
customer relationships?
 Is capacity building
needed to meet these
requirements?
WHAT?
VALUE PROPOSITIONS
(p2)
 What are the basic
features or essentials of
the initiative to deliver
value to “beneficiary”
customers? I.e. what
value do we deliver to the
customer?
 Why do you undertake
this initiative? What is
your motivation?
 Which customers' needs
or problem(s) are you
trying to solve? Which
customer needs are we
satisfying?
 What is the minimum
viable product or service
package to deliver? What
“bundles” of products
and services are we
offering to each
customer, customer
segment?
WHO?
CUSTOMER CUSTOMER
RELATIONSHIPS (p4) SEGMENTS (p1)
 How do we get, keep and  For whom should your
grow customers? plan, idea, initiative
 Which customer ultimately create
relationships have we value?
established?  Who are your most
 How are they integrated important customers?
with the rest of our business  What are the
model? customer
 How costly are they? “archetypes”, i.e. the
most typical example
CHANNELS (p3) of a customer, or
 How to create an internal client?
base for your initiative, idea,
project?
 How to create ownership
amongst colleagues and
preparedness to implement
your initiative, idea, project?
 Through which channels do
our customers want to be
reached, i.e. social media,
mobile, e-mail, face-to-face,
letter, advertisement in
regional paper?
 How do other Centers reach
customers now?
 Which channels work best?

COST STRUCTURE (p9) REVEN UES, EFFECTS & IMPACT (p5)

 What are the most important costs inherent to our education/business  Which value do you create for the potential beneficiaries or
model, your initiative, idea or project? customers?
 Which key resources are most expensive?  What effect and impact you want to achieve?
 Which key activities are most expensive?  For what value are our customers really willing to pay?
 How many budget you need to implement the idea?  For what do they currently pay?
 What are your pricing tactics?
Legend: P1 = Priority number one in the EMC, when articulating the strategic rationale of the various packages

 Expected Workshop Outcomes

1. The workshop should result into an improved ToC for the TC-MĐ, since the improvement suggestions
are made by local experts and teaching staff.
2. A second outcome will be the articulation of a limited number (e.g.: 4 packages?) of component
strategies for the development of “product & service” packages to be delivered in the future by the TC-
MĐ.
3. For both outcomes, the stakeholders are mobilized to reflect on the institutional development of TC-
MĐ and it is assumed the stakeholders will support these efforts.

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Orsolya, CSÍK; László, HORVÁTH; Helga, MISLEY; Krisztina, NAGY; Éva, VERDERBER (2014) The Business Model Canvas as a
tool for assessing curriculum implementation effectiveness in a Hungarian private secondary school

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 4. Within this scope a provisional communication plan between TC-MĐ and the stakeholders is
developed during the workshop, including the framework for a web site for the future “Skill-platform
Kontum”
5. A report on the one-day workshop will be drafted and diffused to the stakeholders in English and
Vietnamese

4.4 Visit to Germany

Mostly, VET in Vietnam does not include “work-based learning” and the relationship with the industry is
often weak. Currently, Vietnam VET-authorities try to improve the vocational career guidance for students.
The responsible Ministry (MoLiSa) has expanded the VET offer and has recently introduced several VET
pilot-projects with “dual” elements.
In order to strengthen these initial efforts and support the further development of the TC-MĐ it is
suggested to organize a trip to Germany to create awareness and build capacities amongst the VET
teaching staff of Bình Dương College and TC-MĐ.

 Objectives
1 The main aim is to familiarize a number of Vietnamese teachers with the ongoing debate in Germany
on dual systems, get acquainted with a limited number of German colleagues and transform their
experiences into a Vietnamese approach for “work-based learning” in rural Vietnam.
2 During a 2-week study visit to Germany, a three-person team from the Bình Dương college, will visit a
forestry and horticultural/agricultural training center to analyse the concept of “work-based learning
system” (or dual training system) with apprenticeships for young students and adult-learners.
3 During the trip appropriate suggestions and recommendations are developed by the team for the Bình
Dương College and its three affiliated Training Centers in Dăk Hà, in Măng Đen (in Kontum province)
and Tăn Uyên (in Bình Dương province).

 Study Approach and Method

In this stage, provisionally a number of the following questions for analysis of the “work-based learning
systems” in Germany and the subsequent suggestions for “work-based systems” in rural Vietnam are
stated in table 412.

Table 4: Suggestions for questions for analysis of work-based learning systems

1. How can apprenticeships provide a useful contribution in Germany and what are the limitations of the work-based system?
2. How can a “work-based system” (or a dual learning system) be put in place for Vietnam’s rural development?
3. How does the German training provider develops and maintain a network of “willing” entrepreneurs, employers, who provides “work-based
learning” opportunities for young people?
4. What should be the approach for Binh Duong College in this respect to mobilize entrepreneurs and employers for work-based learning
experiences in rural Vietnam?
5. Do German employers receive financial incentives to provide apprenticeships?
6. Should Vietnamese farmers, SME-owners receive financial incentives or other rewards, when they provide apprenticeship opportunities?
7. What is the wage for apprentices in Germany?
8. Is this idea replicable in rural Vietnam?
9. How long lasts an apprenticeship in Germany?
10. How long should an apprenticeship last in rural Vietnam?
11. How does the German training provider ensure a good learning experience at work?
12. How will the Binh Duong College ensure a good learning experience at work in rural Vietnam, in Kontum?
13. How to make apprenticeships work for “youth at risk” in Germany? Are there special provisions for minorities, e.g. refugees?
14. How to make apprenticeships work effectively for “minorities” youngsters and adult-learners from precarious conditions in Kontum?
15. How does the training provider attract and recruit potential apprentices? What is their approach?
16. How can Binh Duong college attract and recruit potential apprentices for jobs in rural Vietnam, in Kontum?

Since the German GIZ is still heavily involved in the development of “urban” vocational education and
training (VET) in Vietnam, an effort will be undertaken to ask for support from GIZ and identify the two or
three German rural training institutions to be visited by the Binh Duong team.

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Sources are: EPF (2017) The Role of the Private Sector in Vocational and Educational Training, Developments and Success
Factors in Selected Countries, EPF Working Paper;
OECD (2018), Seven Questions about Apprenticeships: Answers from International Experience, OECD Reviews of Vocational
Education and Training, OECD Publishing, Paris, https://doi.org/10.1787/9789264306486-en.

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  Expected results
1 After the study trip to Germany a report in Vietnamese and English will drafted, which is already
partially presented to the German colleagues for comment and assessment.
2 In Vietnam the team will present the observations, discussion results to the 1) College management,
2) authorities in the regional Ministry concerned and the 3) stakeholders of the TC-MĐ in Kontum.

5. Expected Project Results

The proposal concerns the detailed and additional inquiry into the “design and development parameters”
to shape the “Training Center, Măng Den” (TC-MĐ) in Kôn Plông district in Kontum province, Vietnam for
the advocated self-reliant and sustainable future development.

Therefore, after the project is terminated the following should be achieved.

 A group of committed teachers, instructors and local stakeholders has drafted in an alternative,
participatory and creative way, the education and business strategy plan for the TC-MĐ in order to
assure the center’s future contribution to poverty reduction. Poverty reduction should be achieved
through reduced skill gaps, improved labor productivity and the resulting improved employability of
minorities in Kontum province.
 As a preparatory act, the regional labor market will be reviewed to identify a number of contextual
issues: 1) the most relevant professions in the regional rural sector, 2) the expansion of the expected
jobs and vacancies in the sectors with high growth, 3) the influx of youngsters in the regional labor
market and demanding for vocational training, 4) the SMEs and entrepreneurs willing to participate in
“work-based learning schemes” to be organized by the TC-MĐ.
 A study trip to Germany results into a report and will strengthen staff capacities and motivation to
contribute to the institutional development of the TC-MĐ.
 Though a number of presentations and various (social) media the target group in the villages of the
TC-MĐ, the SME’s, the local authorities in Kontum and Kôn Plông and the national ministries and
agencies, such as MARD, MoLiSa and NIVET will be informed about the “development and research”
outcomes, accomplished by the TC-MĐ-team(s).

6. Project organization
A dedicated project team will be established consisting of the following four persons and 2 advisors.
1. TC-MĐ2018 Project leader: Mrs. Ngô Thị Hồng Ngạt, Forestry teacher; mobile:+84.906.206.037; E:
hongngat27183@gmail.com.
2. Nguyễn Văn Duyệt, Director TC-MĐ
3. Mr. A Mét, Instructor TC-MĐ
4. Mr. Trần Đang Bổng, Binh Duong College director; mobile:+84.913.160.997,+84.919.692.658; Tel:
+84.650.3751.531, +84. 650.3771.899;E: ccclamnghieptw3@gmail.com,

Mr. Jan Van Huis, advisor & secretary; mobile:+84.915.363.308;E: janvanhuis@gmail.com; Skype:
jan.van.huis
Mr. Bùi Như Diễm, advisor; mobile:+84.913.001845;E: diembn09@gmail.com;

7. Project Planning
After approval by the Robert Bosch Foundation, the project implementation is scheduled for the period
after TeT 2019, i.e. after 05.02.2019, when college activities enter a regular phase and staff is available
for additional duties. It is suggested to start the preparations for the inquiry and workshop in week 9.

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 Chart 2: Planning for project TC-MĐ2018
Date 25.02 04.03 11.03 18.03 25.03 01.04 08.04 15.04 22.04
week Wk 9 Wk10 Wk11 Wk12 Wk13 Wk14 Wk15 Wk16 Wk17
Activities
1. Selection staff and preparation inquiry
2. Preparation for trip to Germany: center, visa, etc.
3. Implementation inquiry “center context”
4. Drafting report
5. Preparation for workshop
6. Workshop is organized
7. Drafting report with conclusions & recommendations
8. Trip to Germany, meeting colleagues
9. Rounding off trip by drafting report conclusions &
Suggestions, presentations for stakeholders
10. Follow-up project TC-MĐ2018

8. Project Budget
The Project budget for the project “TC-MĐ2018” comprises only the real costs to be made during
implementation, such as travel and daily subsistence allowances to pay hotel room if needed. No salary
costs are introduced. The only exception is a lump sum as rewards for excellency in staff participation. For
advisors only the real envisages expenses are budgeted. The total project budget is estimated at 17.000
Euro.

Chart 3: Provisional budget for the project TC-MĐ2018

# Description of the item Sub-total (in Euro)
1 Inquiry in the contextual factors in the region
1.1 3 college staff, no salary costs
1.2 Travel costs in Kontum region, 10 days* 100 Euro/day 1.000,=
1.3 Daily subsistence allowance, 3 staff* 10 days* 50 Euro/day/staff 1.500,=
1.4 Various costs, unforeseen 250,=
1.5 Sub-total for inquiry 2.750,=

2 Workshop “Formulating TC-MĐ Strategy”

2.1 Preparation costs workshop 500,=
2.2 Daily subsistence allowance, 35 participants* 50 Euro/ participant 1.750,=
2.3 Travel costs, 35 participants* 50 Euro 1.750,=
2.4 Sub-total for workshop 4.000

3. Study trip to Germany for 3 college staff

3.1 3 college staff, no salary costs
3.2 Flight tickets, 3 tickets* 900 Euro 2.700,=
3.3 Travel costs in Germany to visit training centers, 14 days* 100 Euro/day 1.400,=
3.4 Daily subsistence allowance, 3 staff* 14 days* 100 Euro/day/staff 4.200,=
3.5 Visa, insurance, miscellaneous, 3 staff* 150 Euro/staff 500,=
3.6 Subtotal for trip to Germany 8.800,=

4. Cost advisors & staff rewards

4.1 2 advisors, no salary costs
4.2 Staff rewards & miscellaneous, 550,=
4.3 Travel costs & DSA advisors in Vietnam, tickets: 4* 100 Euro + DSA 550 Euro 900,=
4.4 Subtotal 1.450,=

4 Estimated costs project TC-MĐ2018 17.000,=

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