International Models of Student Tracking into Vocational Pathways after Lower Secondary Education: Lessons for Vietnam
Main Article Content
Abstract
Student tracking into technical and vocational education and training (TVET) pathways following lower secondary education is increasingly recognized as a strategic approach to strengthening workforce development, facilitating school-to-work transitions, and driving sustainable economic growth. However, designing tracking systems that balance educational efficiency with social equity remains a significant policy challenge. Thus, this study identifies, compares, and evaluates major international models of TVET student tracking to derive transferable policy insights for Vietnam's post-Grade 9 education reforms. Using a qualitative comparative policy analysis approach, we synthesized peer-reviewed literature, international organization reports, and official policy documents. Findings reveal that successful tracking systems across diverse contexts consistently exhibit five core features: coherent governance, robust school–industry partnerships, comprehensive career guidance, flexible and permeable pathways, and tight alignment with labor market needs. Rather than replicating a single model, Vietnam should adapt these institutional principles to its specific socio-economic and cultural context. Ultimately, this study contributes to the comparative TVET literature and provides actionable, evidence-based recommendations to enhance governance, employer engagement, pathway flexibility, and lifelong learning in Vietnam.
Keywords
Career guidance, Comparative education, Lower secondary education, Student tracking, Vocational education, Vocational pathways
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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