Rationale for applying situated learning theory in this study

First, the situated learning theory directly focuses on the research objective of this research. From this theory, the concepts of legitimate peripheral participation and communities of practice offer a critical understanding of the nature of apprenticeship and workplace learning activities more intensively (Fuller, Hodkinson, Hodkinson, & Unwin, 2005). It is stressed that learners may not gain abstract knowledge and then be capable of reapplying it in the working environment. Instead, skills acquisition needs to engage in the process under the condition of legitimate peripheral participation. In this process, learners will take part in the actual practice as experts but with a limited degree and responsibility for the final product. The research focus of this study is FLMs who are trained by apprenticeship institutions. Thus, it is appropriate to apply the situated learning

theory to reveal skills development for FLMs in the specific context of Vietnam’s garment industry.

Second, according to J. S. Brown et al. (1989), the situated learning theory revealed that the education system deals with challenges regarding the mismatch between what learners are learning and what they are applying in practice. The education system has placed a great emphasis on abstract and de-contextualised formal concepts but ignores situations in which learning occurs. Prior research has identified a mismatch of skill supply and skill demand in the specific context of Vietnam (T. T. Tran, 2013b; Trung & Swierczek, 2009). Interestingly, one of the reasons leading to this mismatch revealed by previous research is that the Vietnamese educational system could not keep pace with the changing skill requirements as Vietnam became further integrated into the global economy (Collins, 2009; B. T. Nguyen, Cu, & Nguyen, 2006; Quang & Dung, 1998; T. T. Tran, 2013b; Trung & Swierczek, 2009). The situated learning theory is appropriate for investigating situations where skill needs are changing through the pressures of competition and technological change.

Third, importantly, the situated learning theory reflects the sociocultural context of the study, unlike human capital theory that focuses on the importance of investing in the education sector towards increasing skills set of individuals, leading to enhanced productivity in the labour market (Becker, 1962). However, two questions arise from this process: How are skills formed and developed in association with productivity enhancement and what forms of education are consistent with skills development and upgrading (Stasz, 2001)? In other words, the human capital approach ignores both the process of skill formation and development (P. Brown, Green, & Lauder, 2001) and the important role of the social context of the motivation behind investments in education (Fernando, Fernando, & Hannif, 2014).

The situated learning theory under the sociocultural approach is the most appropriate to the domain of study associated with a multivariate and contextually sensitive view of skills (Stasz, 2001). This theory, with a sociocultural perspective or practice-based perspective of work, considers the role of formal education in extending to broader characterisations of skill and different conceptions of knowledge, such as tactile understanding, social understanding, and improvisational skills. Interestingly, the situated learning theory pays more attention to ‘know how’ rather than ‘know what’ in the learning process. Lave and Wenger (1991) supported the view that the learning process needs to embed in action the context or situations rather than self-contained structures. These situations co-produce knowledge through specific activities and contexts. Under the lens of the situated learning theory, to enhance learning and teaching environments, further research is needed to understand the situations that determine ‘when narrower or broader contexts are required and when attention to narrower or broader skills are optimal for effective and efficient learning’ (Anderson et al., 1996, p. 6).

The central research question of this study is ‘To what extent are technical– vocational education and training (TVET) institutions collaborating with enterprises to improve skills requirements for FLMs in Vietnam’s garment industry?’ To shed light on the black box of a skill mismatch between TVET institutions and garment enterprises, the situated learning theory under the sociocultural perspective is considered the most appropriate guiding theory for this study.

The situated learning theory will be used as the theoretical lens to examine the engagement of TVET and enterprises. J. S. Brown et al. (1989) highlighted situations through which knowledge is transferred need to attach to the learning process. These situations might facilitate coproduction of knowledge through specific activities and

contexts. Lave and Wenger (1991) support the view that learning process needs to be embedded in the action context rather than self-contained structures. Under the lens of the situated learning theory, to enhance learning and teaching environment, it is necessary to deepen research into situations that determine ‘when narrower or broader contexts are required and when attention to narrower or broader skills are optimal for effective and efficient learning’ (Anderson et al., 1996, p. 6). From the view of the above, to shed light on the research problem of a mismatch of skills that are supplied by TVET institutions and are required by enterprises in Vietnam, the situated learning theory is considered the most appropriate guiding theory for further investigations in this study. The framework for this study is indicated in Figure 3.4.

Figure 3.4. Conceptual framework guiding the research.

This study will extend the situated learning theory towards addressing the barriers of engagement between educational institutions and enterprises. As a result, it can evaluate and understand skills acquisition and development for FLMs. It directs educational and industrial sectors to have a comprehensive and deep understanding of skills development for FLMs in the specific context of Vietnam’s garment industry.

Skills development for Front line

managers S it u at ed le ar n in g th eo ry S it u at ed le ar n in g th eo ry Vietnam’s garment industry Technical-Vocational Education and Training Intitutions Human Skills Technical Skills Conceptual Skills

3.6 Conclusion

Vietnam is experiencing the transitional development of the economy; it has been exposed to the global market and is under pressure to compete more effectively. Such exposure requires enhanced productivity based on skilled and innovative human resources. Unless Vietnam addresses its identified vocational skill and capability shortages, it will find it impossible to compete, and may consequently be relegated to the role of a low-cost manufacturing nation (Montague, 2013). Vietnam’s garment industry plays a major role in Vietnam’s economy, attracting a large skilled and semi-skilled intensive workforce, and is in the top five largest garment exporters in the world. The need for workers with updated skills in the garment industry is large. FLMs are the core human resource in Vietnam’s garment enterprises. The role and responsibilities of FLMs are increasing to fulfil their work more efficiently, contributing to productivity enhancement of Vietnam’s garment industry. However, a cohort of FLMs in Vietnam’s garment enterprises lacks the necessary skills required to allow them to effectively perform their workplace duties.

This chapter identifies the necessary skill set required by managers in Vietnam. In spite of a lack of studies focusing on skills of FLMs in the literature, those initial skills found from this chapter will be a foundation that is used to identify necessary skills for FLMs in the specific context of Vietnam’s garment industry. This chapter then reviews current approaches and channels that education and industry sectors are using for collaborating to develop skills for the workforce. Based on the literature, this chapter points out the gap in the literature regarding the mismatch in skills supplied by TVET institutions and demanded by garment enterprises. In terms of this study, the situated learning theory is adopted to fill the gap in identifying and addressing the skills mismatch for the following reasons. First, under the lens of the situated learning theory, concepts of

legitimate peripheral participation offer a crucial understanding of the nature of apprenticeship and workplace learning activities for learners, who, in line with the main research objective of this study, are graduates or the to-be FLMs. Second, the situated learning theory sheds light on the mismatch between what learners are learning and what they are applying in practice. This mismatch is also in line with the research question of this study, regarding the mismatch in skills supplied by TVET institutions and demanded by garment enterprises. Third, with a sociocultural perspective or practice-based perspective of work, the situated learning theory guides to find answers to questions regarding ‘know how’ rather than ‘know what’ in the learning process. It is also in line with the key research question of this study: ‘To what extent are TVET institutions collaborating with enterprises to improve skills requirements for FLMs in Vietnam’s garment industry?’ Based on those three reasons, the situated learning theory is considered the most appropriate guiding theory for further investigations in this study. The next chapter, the methodology chapter, will introduce how data are collected and analysed, aiming to find the answers to the two research questions of this study.