Đề tài The Foreign languages in the labor market of vietnam demands, supplies and recommendation

foreign languages in the labor market of vietnam demands, supplies and recommendation Assoc. Prof. Dr. Phan Van Que, Hanoi Open University introduction Since 1986, with the open door policy, Vietnam has been integrating successfully into the world community and at the same time into the world market. Due to economic, political and social changes, there are definitely new and growing linguistic needs and demands. The move from an agricultural society to becoming a society where services are the dominant activity, and the change toward a knowledge-based society, together with increasing internationalisation leads to the need to have a careful and closer look at foreign languages policies in connection with the labour market. Establishing future training needs of the labour market in developing countries is a difficult task that has faced manpower analysts and educational planners elsewhere. There is no easy solution because no one can forecast the future and, therefore, what labour demands are likely anymore than one can future economic growth rates. However, there is always a body of facts, evidence and experience available for policy makers, including foreign language policy makers. Foreign language policies thus are an integral part of a bigger task: manpower planning. All foreign languages have to speak the language of the market, that is the language of demand and supply. Manpower planning is largely concerned with labour supply. Thus it is interested in such questions as how many people are coming into the labour market, what are their education and training levels etc. It is largely concerned in determining what training needs there are so that the labour supply can be shaped to meet the demands of the economy. Manpower planning is also concerned with supply policies and, in particular, implications for education and training. Inevitably, this has to concentrate on education and training policies, among them foreign languages policies. This is a huge task, then it is not only confined to the Ministry of Labour or Ministry of Education and Training, it is also concerned with human resource planning in the Ministry of Planning or Ministry of Finance. It concerns the whole society and it needs concerted actions. Addressing the issue, this paper will first have a broad look at the functions of foreign languages in the international market. Then it will attempt to produce a look closer at the demand for foreign languages in the context of Vietnam. After that, it will attempt to present the situation of foreign languages learning and teaching in Vietnam and existing foreign language policies. Finally and also most importantly, it will try to make some recommendations concerning foreign language policies in a larger context of manpower planning. Foreign languages in the international market In the international market, language skills, and intercultural skills which come along with them, do not form a sector, but they are “essential skills across all industrial or commercial activities” (CILT, 2008). Language and intercultural skills also form an important or an advantageous component of the overall skills make-up of a wide range of occupations and the language service industry adds value to all sectors. In this regard they are cross-sector skills. Employers worldwide see an increasing need for language skills, due to globalization, business development and the need to be able to compete effectively. It can be difficult to quantify the benefits of investing in language skills, but most employers feel that it makes a positive difference to their organization, whether they have use of those skills in the immediate future or not (Mulatero, F & Riela, S, 2006). Around the world, many businesses are now reviewing recruitment procedures to bring in language skills when recruiting new staff. In some businesses, “language skills are ranked more highly than technical skills” (CILT, 2008). Retention is also an issue, and premiums are often paid for language skills. When it comes to exporting to non English speaking countries, the importance of language is readily accepted as crucial to export success (Mulatero, F & Riela, S, 2006). One important factor of the labor market is labour mobility. A barrier to this is language. Living and working in another member state requires a person to have at least a working knowledge of the local language for successful integration into the local community. Take the European Union as an example, in spite of an increasing number of EU citizens who are multi-lingual, “language is still one of the most significant barriers to labour mobility” (Shah, C & Long, M, 2007). Realising this problem, EC (2006) confirms that “early foreign-language acquisition is the forerunner to mobility” and “a labor force with practical language and intercultural skills enables European enterprises to compete effectively in the global market-place.” Here we come to another question: which foreign languages amidst hundreds of languages in the global market? Undoubtedly, English has been enjoying the lion share in the world market in general and in the international labor market in particular, but many, including the native English speaking countries now are realizing that "English is not enough" (EC, 2007). Surveys have demonstrated that UK business performs relatively poorly compared to their European counterparts in respect of language strategies, acquiring staff with language skills, employing external language professionals… “A range of such latent skills gaps and shortages in relation to foreign languages are interfering with business transactions and leading to loss of business” (CILT, 2008). It was suggested that UK organizations are losing their competitive edge, and often only operate in English speaking nations due to the language barrier. Another example of the importance of foreign languages can be seen in the United States, the hot pot of different languages and cultures. The US State Department in particular has a large demand for foreign language ability. Annually, it provides more than 450 courses, including instruction in 70 languages, to more than 50,000 employees from the Department, over 40 other government agencies, and the U.S. military (State.gov). Given the importance of foreign language in the labor market, Recommendation of the European Parliament on key competences for lifelong learning has identified communication in foreign languages as one of the eight key competences and suggest that learning curricula should “include the study of at least one foreign language of international use…to prepare for international employment and multicultural working environments” (EC, 2009). Concerning education policy in terms of foreign languages, our discussion also reveals what the 2004 APEC report calls the emerging regional “consensus that professional development of FL [foreign language] teachers is one of the most important and challenging issues that all economies face” (APEC, 2004). In this context, we can not overlook the very local impact of language policies on “access to economic resources, to policy-making institutions, and to political power” that Tollefson (1991, p.142) has described. In transforming language use and language education into commodities for a global marketplace, we have to take a particular stance with regard to what Pennycook (1994) calls “the cultural, political, social and economic implications of language programs.” Demands for foreign languages in the Vietnamese labor market As we know, in 1986, Vietnam started its doi moi policy to integrate into the world community. As the country developed, the situation started changing and foreign languages began to be more necessary. The situation in Vietnam is more or less similar to those in many countries, especially in the Asia Pacific region. A 2002 UNESCO report on curriculum changes in the Asia Pacific region notes that: “Facing the challenges of globalization trends, curriculum of countries in the region have paid special attention to foreign languages, first and foremost it is English.” (portal.unesco.org) As English has become the most common medium for communication in a global world, it is the language that provides job opportunities, access to higher education and a broader flow of information, as well as facilitates diplomatic discussions and business negotiations. Just the same, a focus on the teaching of English language appears to have become institutionalized in curriculum thinking throughout the Asia Pacific region, as, in most language policy statements, the ability to speak English has been linked to knowledge and skills necessary for economic competition, rendering it “as a type of human capital.” (PIFS, 2004). English will become more important as a means of “internal cohesiveness and unity and external participation in the modern global community.” (PIFS, 2004). Currently in Vietnam, up to 97.5% of students chose to learn English, the total of students who choose to learn the other three languages accounts for only less than 3% (moet.gov.vn). This situation in Vietnam is in many ways similar to that in many parts of the world, including EU, where 90% of all pupils in secondary education choose to learn English (CEC, 2007). One explanation for the fact is that English competency is a prime qualification for those who wish to have better chances to study. A large number of Vietnamese students have chosen to go to English-speaking countries for their further studies. According to a report by the Institute of International Education (iie.org), by the end of 2008, there were around 10,000 Vietnamese students in Australia, 8,000 in Britain, 6000 in America. The numbers are increasing rapidly; for example, the number of Vietnamese undergraduates and graduates who are pursuing their studies in Australia has increased to 10,000 (vietnamnet.vn). Most of the countries which receive Vietnamese students require these students have an IELTS or a TOEFL score of a desirable level. In fact, according to statistics of the IELTS agency, in 2007, Vietnam was among the 20 countries and territories with the biggest number of students who sat at IELTS tests. Another reason is economic development. Take tourism as an example: the number of foreign visitors to Vietnam has been increasing rapidly, and the international language for communication is naturally English. This leads to the fact the Tourism Bureau of Vietnam has revealed: at present, 32% of the labor force in the tourism industry can speak English while only 3.2% speak some French and 3.6% speak some Chinese (vietnamtourism.gov.vn). However, other reasons and facts have recently made some other languages more important than before. The learning of other languages is no doubt of direct relevance to economic growth, competitiveness, employability, external relations and foreign affairs; education and training; higher education, science and research; culture; social rights; regional and local development; tourism; among other things. As we can see, on the one hand, English learning and teaching has helped Vietnam in the new era of integration. On the other hand, the learning and teaching of English at the expense of other languages is posing serious issues. We should first look at diplomatic relations. At the present time, Vietnam has established diplomatic relations with almost all countries and territories. To strengthen relationships, promote trade and cultural exchanges, among other affairs, with countries other than English-speaking countries, learning their languages is obviously necessary. Tourism poses another set of problems. Vietnam is now becoming known as one of the safest and most attractive for international tourists, many do not come from English-speaking countries. It is of course advisable for the Vietnamese government to improve the language picture in tourism. Visitors to Vietnam are mainly from China, Taiwan, Korea, Japan, France, Cambodia, Thailand, Malaysia (more than 100,000 visitors each), Germany, Russia (around 50,000 visitors each). The number of visitors, especially from traditional markets of Vietnam, where English is not an official language, has been increasing year on year. In 2007, the number of tourists from France increased by 42% (with 183,000 turns of people), from Germany by 32%, from Sweden 60%, Finland 46%. The market of North-Eastern Asia, which includes China, Japan, Korea and Taiwan, is still the most important, with the visitors to Vietnam from these countries in 2007 totalling 1,200,000, accounting for 30% of the total number for the year ((vietnamtourism.gov.vn). To ensure a continuous and sustainable development of tourism, one of the most urgent need for Vietnam is to improve language abilities of tourism staff. Another important aspect that should also be taken into consideration is the rapid increase in the labor export. Since 2000, Vietnam has sent 70,000 workers abroad yearly. Most of them are working in countries where English is not the mother tongue of the citizens or not an official language of the state. At the present time, there are more than 400,000 Vietnamese workers in 40 countries and territories. Malaysia, Taiwan, Korea and Japan are among the biggest markets for the Vietnamese workers with the total of Vietnamese currently working in these countries are 100,000, 90,000, 46,000 and 19,000 respectively. Another market of great potential for the Vietnamese workers is the Middle-East. At present, the number of Vietnamese workers in Qatar is 7000 and in UAE 3000. These numbers will increase drastically along with the efforts of the Ministry of Labor, the Injured and Social Affairs (Molisa) of Vietnam to expand these markets. Molisa has signed an agreement with Qatar to send 100,000 Vietnamese workers to this country in the period 2008-2010. Molisa is also negotiating with other countries in the region such as Oman, Bahrain, and Libya. In the world market, exporting labor is a type of exporting service with a special kind of commodity, that is labor. The price for this commodity depends on many factors, among them is the ability to communicate with the host people. As a matter of fact, countries who accept Vietnamese laborers are now starting to demand that the ‘guest workers’ know their languages. In August 2005, the Korean Ministry of Labor officially demanded that any Vietnamese citizen who wishes to go to South Korea for working has to pass an exam to identify their Korean language competence (molisa.gov.vn). Teaching Korean to the 10,000 people who have registered to go to South Korea for working is now posing a great difficulty, mainly because it is not easy to find teachers of Korean. Recently, countries in the Arab block have signed an agreement to use only Arabic for economic and diplomatic purposes (mofa.gov.vn). This will create great demands for languages other than English in Vietnam. The problem will be greater with the ever-increasing number of Vietnamese citizens going abroad to find job, and when the main markets for Vietnamese laborers like Taiwan or Japan are likely to introduce the same language requirements. For the Vietnamese people who wish to go abroad for their study, one of the biggest problem is also language. The Ministry of Education and Training of Vietnam estimates that at the present time, there are about 60,000 Vietnamese students abroad, and many of them are not in English speaking countries. There are now 6,000 Vietnamese students in China, 5,500 in Russia, 4,500 in France, 4,000 in Korea, 2,200 in Germany, 1,600 in Japan. Another important set of facts that should be taken into consideration are those of trade between Vietnam and other countries, and with Vietnam having become a WTO member, this is gaining a new significance. A remarkable fact is that while English is the mother tongue of some important partners like England (export turnover of Vietnam to this market in 2008 was 1.3 billion US dollars), many other important partners of Vietnam like Germany (ET in 2008 was $US 1.85 billion), Holland (ET to this market in 2008 was $US 900 billion), France (ET in 2008 was $US 800 million) do not use English as an official language. This may help to highlight the demands for English as well as other less used languages. As “language and intercultural skills were found to be relevant to success in export, and a significant amount of business had been lost as a result of lack of language skills” (CEC-2005), there may be a fall in export turnover value if Vietnam does not look at the issue of language policy more seriously. The supply of foreign languages and relevant existing policies in vietnam In Vietnam, there are now many foreign languages taught inside and outside the education system. Promoting learning and teaching foreign languages, especially English, is among the most important strategic tasks of the government of Vietnam. The government has always been emphasizing the need of an overall project for learning and teaching foreign languages, especially English. At a regular governmental meeting session in March, 2006, the Minister of Education and Training reported on a project for the period 2006-2015 (Resolution 04/2006/NQ-CP). So far, the project has been modified several times and now, the Ministry of Education and Training (MOET) is considering a new version of it for the period 2010-2020, which will call for an investment of $US 1 billion. Many hope that this project will help Vietnamese people to be confident of foreign language proficiency by 2020. A key point of this project is that English will be a compulsory subject for pupils from the 3rd grade. This project requires a radical change in the learning and teaching foreign languages system of Vietnam. The amount of time assigned for English at school will nearly double, from 700 hours to 1300 hours, and English will be introduced in primary schools, at 3rd grade. In primary schools and secondary schools, children will have 4 hours of English a week. In high schools, students will have 3 hours of English a week. As estimated by MOET, the number of English teachers needed will double within the next 10 years. More specifically, for primary schools alone, MOET has to ensure that 9,100 English teachers will be added in the school year 2008-2009, and later on, 16,600 for the school year 2010-2011, 11,600 for the school year 2015-2016. In the period 2008-2016, the total of English teachers added will be 44,000. Currently, the total number of English teachers at schools nationwide is more than 60,000 people (moet.gov.vn). On morning 13th, March 2008, MOET announced its proposal to make it soon compulsory for all secondary and high schools in Vietnam to teach at least one subject in English. The Ministry of Education and Training hopes this move, among other moves, will help to make the hope that by 2020, most Vietnamese students will be fluent in English come true (vietbao.com). MOET is now concentrating on training 2,000 English lecturers for Faculties of English at universities and colleges nationwide, and this is considered as the first step toward the targets. On morning 18th March, 2008, at a conference on Financial Mechanism of Funding Capital Construction of Universities and Colleges, the Vice Director of Financial Planning Department of MOET Tran Duy Tao revealed that MOET is considering an other sub-project for promoting English learning and teaching at universities and colleges nationwide up onto 2012 (tinmoi.vn). Reactions to the project among intellectuals are varied. While some strongly agree with the proposals of MOET, others are worried about the future of the language picture. Associate Professor Nguyen Loc, Vice Director of the Educational Strategies and Programs Institute of Vietnam says this is the only feasible project, given the financial shortage (tienphong.vn). Professor Bui Hien, member of the Linguistic Society of Vietnam, has a different idea. He says that the proposal to makes it compulsory for all school goers to learn English is against the policy of multilingualism and diversification of diplomatic relations of Vietnam (Hien, 2007). Although this project causes much controversy, it receives supports from top leaders of Vietnam. On morning 5th, March 2008, speaking at the Vietnam-United Kingdom Forum of Enterprises, Prime Minister Nguyen Tan Dung reconfirmed the idea of the Vietnamese leadership, saying that the Vietnamese government will do its best to make English a strength of Vietnam by 2020 (mofa.gov.vn). Most recently, in October 2008, the Prime Minister has approved the project and urged relevant bodies to intensively carry it out as soon as possible. The good news is that as an amendment to the initial proposal, children now will be allowed to choose to learn another foreign language (second foreign language) at their own will, beside English as the compulsory foreign language (first foreign language), from grade six (www.nhandan.com). On the other hand, despite the need to learn and teach other languages other than English, as discussed in the previous part, the current situation does not encourage pupils and students to learn even “major” languages like French, Chinese and Russian. Take French as an example, a recent survey of the Ministry of Education and Training reveals that the numbers of French teachers and learners have decreased sharply and continuously over the years 2005, 2006 and 2007, 2008. The Education and Training Department of Hue, a city with strong efforts to promote the learning and teaching of French reported that despite great efforts of the Department over the last 15 years, there are now only 50 French teachers with a total of 7.612 learners in 205 classes at 25 schools. The number of pupils who choose to learn French accounts for only 3.1% of the total pupils, and the pace of expansion is now zero. The numbers of French teachers and learners are likely to decrease in the years to come (moet.gov.vn). A large body of facts show that foreign languages learning and teaching in Vietnam at present has not yet met the need of the labor market in term of both quality and quantity. Regarding to the quantity, the lack of qualified human resources with a desirable proficiency in a foreign language in almost all branches, specially new branches has put businesses in difficulties. This exist in almost all economic branches such as financial banking, marketing, tourism. Regarding to the quality, we can say that at present, the rate of students who can meet the requirements in terms of foreign languages is very low as a large body of evidence and complaints have shown. Recommendations Teaching and learning foreign languages obviously has played an important role in the development of Vietnam, particularly in this new era of globalization in general and of Vietnam’s integrating into the world community in particular. In this context, an appropriate language policy is essential for any country, as Pennycook (1994, p.19) argues, “language policies influence greatly broad national and international structures and activities." Over the past years, we have witnessed a substantial shift in national foreign language policies in education systems worldwide. There’s a widespread recognition that global citizens in the 21st century need to have proficiency in various languages for communication in a variety of contexts, and English is without question a critical global language, one that provides access to opportunities of all kinds. As Graddol (2006, p.20) observes: “English factor” is found in virtually every key macro trend: whether it is business process outsourcing, the rise of urban middle classes around the world, the development of new communications technology such as the internet, the global redistribution of poverty, the changing nature of news media, or the reform of education in universities and schools. However, an “only English” language policy is dangerous. Even though English is now regarded as an international language, its role may change in the future when the historical, socio-political situations at home and abroad change as evident in many lessons through the world history. Even if English can retain it present power in the future, it still has to compete with other languages, and the benefits of multilingualism can not be discarded. Quoting from Davis (2003), Graddol reports that “While English is a major language, it only accounts for around 30% of the world Gross Domestic Product (GDP), and is likely to account for less in the future. Neglecting other languages means ignoring quite significant potential markets” (cited in Graddol, 2006, p. 62). Therefore, language policies of Vietnam should give proper emphasis on English, while recognizing the importance of other less used languages. First, for the intermediate future, actions should be made to address the issues concerning the learning and teaching of English in particular. We have to admit that Vietnam is lagging behind many countries, especially ones in Asia with more or less similar situation, in this field. However, this also is an advantage because we can learn from their experiences. One thing that most Asian countries is doing in reaction to the increasing importance of English is to lower the starting grade for English instruction. Table 1 (APEC, 2004) below will help to make this clear. Table 1: Non-English-dominant Economies’ Starting Grade for English Instruction. 157 Economy Year China 3 Hong Kong 1 Indonesia 7 Japan 7 Korea 3 Malaysia 1 Singapore 1 Chinese Taipei 5 Thailand 1 Average 4 Another indicator of this trend can be seen from Table 2 (APEC, 2004), which shows the number of hours of English per week studied. Table 2: Non-English-dominant Economies’ Hours of English per Week and Grade Level 159 Economy Grade Average 1 2 3 4 5 6 7 8 9 10 11 12 China 4 4 4 4 4 4 4 4 4 4 4 4 4 Hong Kong SAR 5 5 5 5 5 5 5 5 5 5 5 5 5 Indonesia 4 4 4 4 4 4 4 Japan 3 3 3 3 Korea 1 1 2 2 3 3 4 4 4 4 2.8 Malaysia 4 4 4 3.5 3.5 3.5 3.3 3.3 3.3 3.3 3.3 3.3 3.5 Peru 2 2 2 2 2 2 Singapore 8.5 8.5 7.5 6.5 7 7 4.5 4.5 4.5 4.5 6.3 Chinese Taipei 1.5 1.5 3 4 4 4 4 4 3.3 As we can see, there is a clear policy trend toward lowering the age of English instruction across the Asia Pacific countries, as well as an increase in those courses for which English would be the medium of instruction, particularly in science, technology, finance, and business. However, it is one thing to develop policies, it is quite another to provide adequate resources and qualified teachers to implement policy aspirations. This is especially a major problem in developing countries, which are struggling to find sufficient funds for other curriculum initiatives. The issue of teachers’ instructional capability is complicated by the extent of the teacher’s linguistic competency. In response to this question, Nunan argues that “both linguistic competence and instructional capability of teachers should be developed. Teachers need special training…” (Nunan, 2003) For other less used languages, the most important thing that needs to be done immediately is to raise the awareness of the whole society about the importance and the contribution of these languages. On all the above facts, lessons, opinions and discussions so far, we would like to make some recommendations, which are arranged down from more macro to more micro ones, as follow: - Raise awareness of the advantages of language learning; - Develop and promote policies concerning language learning and linguistic diversity at all levels of formal and non formal education; - Reinforce the acquisition of competence in and/or raising awareness to the less used languages; - Set up a permanent forum to bring together academics and administrators from educational institutions, public and private sector employers, and employees’ organisations, in order to ensure realistic communication training for professional life; - Build up institutional and departmental language policies to provide guidelines for strategic curriculum design and implementation; - Develop a mechanism to raise fund for language promotion; - Given the dominance of English as the preferred foreign language taught and learned in schools and universities, there should be more empirical research, and solid forecasts of what the current status of English will mean in the future; - Given the fact that there is a perceived mismatch between the linguistic and intercultural competence of graduates and the real needs of the labour market, the curricula of language and intercultural training must be based on real workplace needs; - Given the paramount importance for universities to develop self-directed, self-access resources for students to acquire language competences in various forms of blended learning, provision of independent learning possibilities should be promoted as an integrated part of language modules integrated in the students’ degree programmes. Development of independent language learning skills and of skills of using of both virtual and real new learning environments should be integrated more systematically in all language education programs. The graduates should develop these life-long learning skills at a level which enables continuous development; - Given the importance of English, at least in the near future, the English language still should be given priorities, and the policy to make English a compulsory subject at schools should be implemented; - Given the success of other countries in lowering the starting grade for language learning, we should offer the teaching of a foreign language starting from the first grades; - Given the fact that the language needs vary a great deal from business sector to business sector as well as between levels in organizational hierarchies, closer investigation in most companies and organisation would be required; - Language centres, language departments and non-language subject departments and faculties should joint efforts and consult with the labour market actors to diversify language and communication competence and to identify which are more demanding skills and competences; - Given the influence of the mother tongue on the acquisition of foreign languages, specific attention should be given to the development of academic mother tongue skills as a foundation for skills in other languages; - Given the weakness and the shortage of language teachers, training programs for language teachers together with curriculums and teaching materials should be reviewed. The curricula of language for the future labour market should be based on the real needs of workplace communication and aim at developing versatile communication. The education of language teachers and of language experts needs broader focusing and should include more elements related to communication at work in different fields and in different professional positions; - Establish a national network to: + share knowledge and disseminate good practice on language learning opportunities, + identify, develop and disseminate information on good practice to motivate language learners and to encourage the development of a language friendly learning environment, + develop and promote methodologies to motivate language learners and to enhance their capacity for language learning, + develop co-operation between language teacher associations and other, stakeholders promoting language learning and linguistic diversity, + identify, exchange and build on good practices on teaching languages to people with special needs. In fact, the above recommendations are not new to the world, many of them or similar recommendations have been made and implemented to some extent elsewhere, but they are still unseen or still very obscure in Vietnam. That is why we hope these recommendations will be of help to language policies makers in Vietnam. Conclusion Due to changes in economic, political and social context in the age of globalization, there are now definitely new and growing linguistic needs and demands around the world in general and in Vietnam in particular. In an reaction to this, Vietnam should have a careful and closer look at foreign languages policies. Languages policies should be an integral part of a bigger strategy: empowering the workforce to meet the new demands of the market. That is to say languages policies should now be labour market-driven. In fact, facing the challenges of globalization trends, curriculum of Vietanm have paid special attention to foreign languages, first and foremost it is English. However, only English is not enough. There is a widespread recognition that global citizens in the 21st century need to have proficiency in various languages for communication in a variety of contexts. An ‘English only’ policy is dangerous. Although the government of Vietnam has always been emphasizing the need of an overall project for learning and teaching foreign languages, a clear vision is still unseen here. In this context, hopefully the recommendations that we have tried to make will be of help to language policies makers in Vietnam. Reference CILT, The UK National Centre for Languages. (2008). Labour Market Intelligence for the Qualifications Strategy for Foreign Languages and Intercultural Skills. website: www.cilt.org.uk/qualifications/Qualification_Strategy_January2009.pdf APEC. 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