IELTS Reading: Tầm Quan Trọng Của Đào Tạo Nghề Trong Giáo Dục – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở bài

Chủ đề giáo dục nghề nghiệp (vocational training) đang trở thành một trong những xu hướng nổi bật trong kỳ thi IELTS Reading những năm gần đây. Với sự chuyển dịch mạnh mẽ của thị trường lao động toàn cầu và nhu cầu ngày càng cao về nhân lực có kỹ năng thực hành, đề tài này xuất hiện thường xuyên trong các bài thi IELTS chính thức, đặc biệt từ Cambridge IELTS 14 trở đi.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với 3 passages theo đúng chuẩn thi thật, bao gồm: Passage 1 với độ khó cơ bản phù hợp với band 5.0-6.5; Passage 2 ở mức trung bình cho band 6.0-7.5; và Passage 3 với độ khó cao dành cho những ai mục tiêu band 7.0-9.0. Mỗi passage đều đi kèm với các dạng câu hỏi đa dạng thường gặp nhất trong kỳ thi IELTS như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác.

Sau khi hoàn thành bài thi, bạn sẽ tìm thấy đáp án chi tiết với giải thích cụ thể cho từng câu, giúp bạn hiểu rõ tại sao đáp án đó đúng, vị trí thông tin trong bài đọc, cũng như cách paraphrase được sử dụng. Bài viết còn cung cấp bảng từ vựng quan trọng theo từng passage kèm phiên âm, nghĩa tiếng Việt và cách sử dụng, giúp bạn nâng cao vốn từ vựng học thuật hiệu quả.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test là một phần thi quan trọng trong kỳ thi IELTS Academic, yêu cầu thí sinh hoàn thành 40 câu hỏi trong vòng 60 phút. Đề thi bao gồm 3 passages với độ dài tổng cộng khoảng 2,000-2,750 từ, độ khó tăng dần từ Passage 1 đến Passage 3.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút cho 13 câu hỏi
• Passage 2 (Medium): 18-20 phút cho 13 câu hỏi
• Passage 3 (Hard): 23-25 phút cho 14 câu hỏi

Lưu ý quan trọng: Không có thời gian chuyển đáp án riêng trong phần thi Reading, vì vậy bạn cần viết đáp án trực tiếp vào phiếu trả lời trong suốt 60 phút làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice Questions – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Matching Headings – Chọn tiêu đề phù hợp cho các đoạn văn
5. Summary Completion – Hoàn thành đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu
7. Short-answer Questions – Trả lời câu hỏi ngắn

Mỗi dạng câu hỏi yêu cầu kỹ năng đọc hiểu khác nhau, từ scanning (tìm thông tin cụ thể), skimming (nắm ý chính), đến paraphrasing (hiểu cách diễn đạt khác nhau của cùng một ý).

2. IELTS Reading Practice Test

PASSAGE 1 – The Rise of Vocational Education in Modern Society

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent decades, there has been a significant shift in how societies view education and career preparation. While traditional academic pathways have long been considered the gold standard for success, vocational training is increasingly recognized as an equally valuable route to a fulfilling and prosperous career. This change in perception reflects the evolving needs of modern economies and the recognition that not all students thrive in conventional classroom settings.

Vocational education, also known as technical education or career and technical education (CTE), focuses on teaching practical skills that directly relate to specific trades or occupations. Unlike general academic education, which emphasizes theoretical knowledge across various subjects, vocational programs prepare students for particular careers such as plumbing, electrical work, nursing, culinary arts, automotive repair, or information technology. These programs typically combine classroom instruction with hands-on training, allowing students to develop both theoretical understanding and practical expertise.

The growing importance of vocational training can be attributed to several factors. First, many industries face acute skills shortages. As experienced workers retire, there are insufficient numbers of trained professionals to replace them. This skills gap is particularly evident in trades such as construction, manufacturing, and healthcare. Second, the nature of work itself is changing rapidly due to technological advancement. Many new jobs require specialized technical skills that traditional education systems are slow to address. Vocational programs can adapt more quickly to industry needs, updating curricula to reflect current workplace requirements.

Furthermore, vocational education offers distinct advantages for many students. Not everyone learns best through lectures and textbooks; some individuals are kinesthetic learners who understand concepts more effectively through practical application. For these students, vocational programs provide an engaging alternative to traditional schooling. Additionally, vocational training typically requires less time and financial investment than a four-year university degree, allowing students to enter the workforce sooner and with less debt. In countries like Germany and Switzerland, where apprenticeship systems are well-established, young people can earn while they learn, gaining valuable work experience alongside formal qualifications.

The economic benefits of vocational education extend beyond individual students. Communities with strong vocational training programs tend to have more robust local economies. When businesses can find skilled workers locally, they are more likely to establish or expand operations in those areas, creating jobs and generating tax revenue. This creates a positive feedback loop: strong vocational programs attract businesses, which in turn create demand for more trained workers.

Despite these advantages, vocational education has historically suffered from a stigma in many countries, particularly those with strong university traditions. Parents and students often view vocational paths as inferior to academic ones, associating them with lower social status and limited career prospects. This perception persists even when vocational graduates may earn comparable or higher incomes than those with academic degrees. Changing these deeply ingrained attitudes requires concerted efforts from educators, policymakers, and industry leaders to showcase the value and respectability of skilled trades.

Successful vocational education systems share several key characteristics. They maintain close partnerships with industry, ensuring that training reflects actual workplace needs and that students gain relevant, current skills. They provide clear pathways for career progression, allowing workers to advance from basic certifications to more advanced qualifications over time. They also integrate academic and vocational learning, recognizing that even technical professionals need strong communication, mathematics, and problem-solving skills.

Looking forward, the importance of vocational training will likely continue to grow. As automation and artificial intelligence transform the job market, many routine cognitive tasks will be performed by machines, while demand for skilled technical work that requires human judgment and dexterity remains strong. Vocational education positions individuals to thrive in this changing landscape by providing the practical skills that machines cannot easily replicate.

Học viên đào tạo nghề đang thực hành kỹ năng trong xưởng kỹ thuật hiện đại

Questions 1-6: Multiple Choice

Choose the correct letter, A, B, C or D.

1. According to the passage, vocational education differs from traditional academic education primarily in that it:
A. is easier to complete
B. focuses on practical skills for specific careers
C. requires less financial investment
D. appeals to more successful students

2. The passage suggests that the skills gap in various industries is mainly caused by:
A. lack of interest in these careers among young people
B. insufficient government funding for training programs
C. retirement of experienced workers without adequate replacements
D. technological changes making old skills obsolete

3. According to the text, kinesthetic learners are students who:
A. prefer reading textbooks to practical work
B. learn more effectively through hands-on activities
C. struggle with traditional academic subjects
D. need more time to complete their studies

4. The term “positive feedback loop” in paragraph 5 refers to:
A. students receiving encouragement from teachers
B. a cycle where vocational programs and businesses mutually support each other
C. the increasing popularity of vocational education
D. positive reviews of vocational programs from graduates

5. The passage indicates that the stigma surrounding vocational education is based on:
A. accurate assessment of earning potential
B. concerns about job security
C. outdated perceptions about social status
D. lack of career advancement opportunities

6. According to the final paragraph, vocational education will become more important in the future because:
A. universities are becoming too expensive
B. there will be more jobs requiring practical human skills
C. traditional education is becoming obsolete
D. governments are investing more in technical training

Questions 7-10: True/False/Not Given

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

7. Vocational programs can modify their curricula more rapidly than traditional education systems.

8. All countries have well-established apprenticeship systems like Germany and Switzerland.

9. Vocational graduates always earn more than university graduates.

10. Successful vocational education systems maintain partnerships with businesses and industries.

Questions 11-13: Sentence Completion

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

11. Vocational education is also referred to as technical education or ____.

12. When businesses can hire skilled workers locally, they create a ____ that benefits the entire community.

13. Even technical professionals require strong communication, mathematics, and ____ skills.

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PASSAGE 2 – Bridging the Education-Employment Gap Through Vocational Training

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The persistent disconnect between educational outcomes and labor market requirements has emerged as one of the most pressing challenges facing modern economies. While millions of young people graduate each year with academic qualifications, many struggle to secure employment, paradoxically, at the same time that employers report difficulty finding candidates with the requisite skills. This paradoxical situation has prompted policymakers, educators, and business leaders to reconsider the role of vocational training in preparing individuals for meaningful careers.

A The traditional education model, which privileges abstract thinking and theoretical knowledge, developed during an era when such skills were relatively scarce and valuable. However, today’s knowledge economy requires a more nuanced approach. While critical thinking and analytical abilities remain important, they must be complemented by practical competencies and industry-specific expertise. Vocational training programs, when properly designed and implemented, can provide this crucial bridge between classroom learning and workplace application. Such an approach is gaining momentum as economies recognize the value of how immersive technology is reshaping vocational education, enhancing practical learning through innovative technological tools.

B Research conducted across various developed economies reveals compelling evidence of vocational training’s effectiveness. A longitudinal study in the United Kingdom tracked two cohorts of young people: those who pursued traditional academic qualifications and those who completed vocational programs. Five years after program completion, the employment rates for both groups were statistically comparable, with vocational graduates actually demonstrating slightly higher job satisfaction scores. More significantly, vocational graduates reported feeling better prepared for workplace demands, citing their practical training as directly relevant to their daily responsibilities.

C The success of vocational education depends critically on the quality of industry collaboration. In countries where vocational systems excel, such as Austria, Denmark, and Singapore, businesses play an active role in curriculum development, provide work placement opportunities, and often contribute financially to training infrastructure. This tripartite partnership among government, educational institutions, and industry ensures that training remains relevant and responsive to changing economic conditions. When employers help design training programs, they can specify precisely which competencies their future employees will need, reducing the risk of skills mismatch.

D However, implementing effective vocational training systems faces several obstacles. Funding constraints represent a persistent challenge, as vocational programs typically require expensive equipment, specialized facilities, and smaller class sizes than traditional academic courses. Many governments struggle to allocate sufficient resources, particularly during economic downturns when budgets are tight yet demand for training paradoxically increases. Additionally, the rapid pace of technological change means that equipment and curricula can become outdated quickly, requiring continuous investment to maintain relevance.

E Another significant barrier is the entrenched prejudice against vocational pathways in societies that have historically emphasized academic achievement. In many Asian countries, for instance, intense competition for university places creates a hierarchy where vocational options are viewed as fallback choices for those who cannot succeed academically. This stigma becomes self-reinforcing: when vocational programs are seen as inferior, they attract less funding, lower-quality instructors, and less motivated students, which in turn reinforces negative perceptions. Breaking this cycle requires comprehensive cultural change, including public awareness campaigns, improved program quality, and visible success stories of vocational graduates.

F The integration of vocational and academic learning represents a promising direction for educational reform. Rather than maintaining separate tracks, some countries are developing hybrid models that combine theoretical knowledge with practical skills. These programs recognize that effective professionals need both: mechanics must understand the physics underlying their work, nurses require knowledge of biology and chemistry, and information technology specialists benefit from mathematical and logical reasoning. By blurring the boundaries between vocational and academic education, these hybrid approaches reduce stigma while producing more well-rounded graduates.

G Technology is also transforming how vocational training is delivered. Virtual reality simulations allow students to practice complex procedures in safe, controlled environments before working with actual equipment or patients. Online platforms enable remote learning, making training accessible to individuals in rural areas or those balancing work and study commitments. Digital credentials and micro-certifications provide flexible pathways for workers to upgrade their skills throughout their careers, rather than concentrating all training in their youth. These innovations make vocational education more adaptable and accessible than ever before.

The evidence increasingly suggests that economies with robust vocational training systems enjoy several advantages: higher youth employment rates, better matching between worker skills and job requirements, and greater economic resilience during periods of structural change. As the nature of work continues to evolve, with some jobs disappearing while new ones emerge, the ability to rapidly train and retrain workers becomes a crucial competitive advantage. Countries that invest in flexible, high-quality vocational education systems position themselves to adapt more successfully to these transformations.

Công nghệ thực tế ảo trong đào tạo nghề nghiệp hiện đại cho học viên

Questions 14-20: Matching Headings

The passage has seven paragraphs, A-G.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-x.

List of Headings:
i. The role of employers in vocational curriculum design
ii. Financial difficulties in maintaining vocational programs
iii. The historical context of academic education
iv. How technology is changing vocational training delivery
v. Social attitudes hindering vocational education adoption
vi. Comparing outcomes of academic and vocational graduates
vii. The need for combining theoretical and practical knowledge
viii. Government policies supporting vocational training
ix. International differences in education systems
x. Economic benefits of strong vocational training systems

14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
20. Paragraph G

Questions 21-23: Summary Completion

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Vocational training programs help address the problem where graduates lack the (21) ____ that employers need. Research in the UK found that vocational graduates had similar employment rates to academic graduates and reported higher (22) ____. Successful vocational systems require a (23) ____ among government, schools, and businesses to ensure training stays relevant.

Questions 24-26: Yes/No/Not Given

Do the following statements agree with the claims of the writer in the passage?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

24. Vocational training programs are more expensive to operate than traditional academic courses.

25. All Asian countries view vocational education as inferior to university education.

26. Hybrid educational models that combine academic and vocational learning are becoming more common.

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PASSAGE 3 – The Socioeconomic Implications of Vocational Education in the Fourth Industrial Revolution

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The advent of the Fourth Industrial Revolution, characterized by the convergence of digital, biological, and physical technologies, has precipitated a fundamental recalibration of workforce requirements across global economies. This transformation presents both unprecedented challenges and opportunities for vocational education systems, which must evolve to address not merely the technical skills demanded by emerging industries, but also the broader competencies necessary for navigating an increasingly volatile and uncertain labor market. The role of vocational training in this context extends beyond simple skills transmission to encompass the cultivation of adaptive capacities and metacognitive abilities that enable workers to remain relevant throughout their careers.

Traditional vocational education models, predicated on the assumption of relatively stable occupational categories and predictable skill requirements, are increasingly anachronistic in the face of rapid technological disruption. The half-life of technical skills – the period during which acquired knowledge retains practical value – has contracted dramatically, with some estimates suggesting that skills in certain technology sectors become outdated within two to three years. This obsolescence poses a fundamental challenge to vocational education institutions, which must balance the need to provide specific, immediately applicable skills with the imperative to develop more durable capabilities that transcend particular technologies or methodologies.

Contemporary research in labor economics has identified a crucial distinction between routine and non-routine skills, with significant implications for vocational training. Routine skills, whether cognitive or manual, are susceptible to automation and thus offer diminishing long-term career prospects. In contrast, non-routine skills – particularly those involving complex problem-solving, creativity, interpersonal communication, and adaptive learning – prove more resilient to technological displacement. Effective vocational education must therefore transcend the mere teaching of procedural knowledge, instead fostering higher-order cognitive skills and social-emotional competencies. This represents a paradigmatic shift from traditional vocational pedagogy, which often emphasized rote learning and mechanical proficiency.

The integration of Industry 4.0 technologies – including artificial intelligence, robotics, the Internet of Things, and advanced data analytics – into vocational curricula presents both pedagogical and infrastructural challenges. While these technologies offer powerful tools for enhancing learning outcomes through personalized instruction and immersive simulations, their implementation requires substantial capital investment and ongoing maintenance expenditure that many vocational institutions, particularly in developing economies, struggle to afford. Moreover, the rapid pace of technological advancement means that educational technologies themselves risk obsolescence, creating a perpetual need for upgrades and replacements. This raises questions about the optimal allocation of limited educational resources: should institutions invest heavily in cutting-edge equipment that may quickly become outdated, or focus on developing foundational competencies that remain relevant regardless of specific technologies?

The relationship between vocational education and social mobility constitutes another critical dimension of analysis. Proponents argue that accessible, high-quality vocational training can democratize economic opportunity by providing pathways to middle-class livelihoods for individuals from disadvantaged backgrounds who might otherwise face limited prospects. Empirical evidence from various national contexts offers partial support for this position: longitudinal studies in Nordic countries, where vocational education enjoys both prestige and robust funding, demonstrate that vocational graduates achieve income levels and career satisfaction comparable to those holding academic degrees. However, in contexts where vocational pathways suffer from underfunding and social stigma, they may actually perpetuate inequalities by channeling students from lower socioeconomic backgrounds into less remunerative and less prestigious occupations, while preserving academic routes for more privileged populations.

This stratification is particularly pronounced in education systems that employ early tracking – the practice of sorting students into vocational or academic paths during early adolescence. Critics contend that such systems crystallize socioeconomic disadvantage by making consequential educational decisions at a developmental stage when students’ capabilities and interests remain fluid and when their performance may reflect family background more than intrinsic potential. Furthermore, rigid tracking can create path dependencies that limit subsequent educational and career options, as vocational qualifications may not be recognized as equivalent to academic credentials for purposes of further education. Progressive reforms in several European countries have sought to address these concerns by implementing more flexible systems with permeable boundaries between vocational and academic tracks, allowing students to transition between pathways or combine elements of both.

The transnational dimension of vocational qualifications presents additional complexities in an era of increasing labor mobility. Unlike academic degrees, which benefit from relatively standardized recognition frameworks, vocational credentials exhibit substantial heterogeneity across national contexts, creating barriers for migrant workers seeking to leverage their skills in new countries. International efforts to establish mutual recognition agreements for vocational qualifications have achieved limited success, hampered by variations in training standards, assessment methodologies, and regulatory frameworks. This lack of portability can diminish the value of vocational credentials and discourage investment in vocational training among individuals who anticipate potential migration. Addressing this challenge requires coordinated international action to develop harmonized competency frameworks and transparent mechanisms for assessing and recognizing skills acquired in diverse educational contexts. Such developments would complement the trends explored in how personalized learning environments improve student outcomes, creating more flexible pathways for global workforce development.

Recent scholarship has also examined the gender dynamics inherent in vocational education systems. Occupational segregation by gender remains pronounced in many vocational fields, with women concentrated in traditionally “feminine” sectors such as healthcare, cosmetology, and office administration, while men dominate construction, automotive, and technology trades. This segregation both reflects and reinforces broader labor market inequalities, as male-dominated trades typically command higher wages and greater prestige. Interventions aimed at encouraging cross-gender participation in vocational programs have achieved modest success, suggesting that deeply ingrained cultural norms and structural barriers – including workplace discrimination, lack of supportive infrastructure such as childcare, and absence of same-gender mentors and role models – require comprehensive, multifaceted approaches to dismantle.

Looking forward, the evolution of vocational education systems will likely prove determinative for broader questions of economic competitiveness, social equity, and individual welfare in the twenty-first century. As traditional employment models give way to more fluid arrangements – including gig work, portfolio careers, and hybrid employment relationships – the capacity to continually acquire new skills and adapt to changing circumstances becomes not merely advantageous but essential. Vocational education institutions that embrace this reality by cultivating lifelong learning orientations and providing flexible, modular credentialing systems will better serve both individual learners and societal needs than those that maintain outdated models designed for more stable employment contexts.

Cách mạng công nghiệp 4.0 và tương lai đào tạo nghề nghiệp với công nghệ tiên tiến

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C or D.

27. According to the passage, the Fourth Industrial Revolution requires vocational education to focus on:
A. teaching specific technical skills for current jobs
B. developing adaptive abilities and metacognitive skills
C. traditional teaching methods with new equipment
D. reducing the length of training programs

28. The term “half-life of technical skills” refers to:
A. the time it takes to learn a new skill
B. the age at which workers retire
C. how long acquired knowledge remains useful
D. the duration of vocational training programs

29. The passage suggests that non-routine skills are valuable because they:
A. can be learned more quickly than routine skills
B. are less expensive to teach
C. are less likely to be replaced by automation
D. require less formal education

30. The author’s view on investing in cutting-edge educational technology is that:
A. it is always the best use of limited resources
B. it raises difficult questions about resource allocation
C. it should be avoided due to rapid obsolescence
D. it is only suitable for developed economies

31. According to the passage, early tracking in education systems:
A. helps students discover their talents earlier
B. may perpetuate socioeconomic disadvantages
C. is more common in developing countries
D. has been proven to improve learning outcomes

Questions 32-36: Matching Information

The passage has nine paragraphs.

Which paragraph contains the following information?

Write the correct letter, A-I. You may use any letter more than once.

32. A discussion of how vocational credentials are not easily recognized across different countries

33. An explanation of why some skills become outdated very quickly

34. A description of gender imbalances in different vocational fields

35. Evidence that vocational graduates in some countries achieve similar success to academic graduates

36. A suggestion about how vocational education should adapt to changing employment patterns

Questions 37-40: Short-answer Questions

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of shift does the passage describe as necessary in traditional vocational teaching methods?

38. What practice involves dividing students into different educational paths during early teenage years?

39. What kind of frameworks are needed internationally to help workers use their qualifications in different countries?

40. What type of learning orientation should vocational institutions cultivate for the future?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. B
5. C
6. B
7. TRUE
8. FALSE
9. FALSE
10. TRUE
11. career and technical education / CTE
12. positive feedback loop
13. problem-solving

PASSAGE 2: Questions 14-26

14. iii
15. vi
16. i
17. ii
18. v
19. vii
20. iv
21. requisite skills
22. job satisfaction
23. tripartite partnership
24. YES
25. NOT GIVEN
26. YES

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. B
32. G (paragraph 7)
33. B (paragraph 2)
34. H (paragraph 8)
35. E (paragraph 5)
36. I (paragraph 9)
37. paradigmatic shift
38. early tracking
39. harmonized competency frameworks
40. lifelong learning orientations

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: vocational education differs, traditional academic education
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: Bài đọc nêu rõ “vocational education…focuses on teaching practical skills that directly relate to specific trades or occupations. Unlike general academic education, which emphasizes theoretical knowledge”. Đáp án B “focuses on practical skills for specific careers” paraphrase chính xác ý này. Đáp án A và C đề cập đến độ khó và chi phí nhưng đây không phải là sự khác biệt chính. Đáp án D không được nhắc đến.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: skills gap, mainly caused by
• Vị trí trong bài: Đoạn 3, dòng 2-4
• Giải thích: Bài viết chỉ ra “As experienced workers retire, there are insufficient numbers of trained professionals to replace them. This skills gap is particularly evident…” Đáp án C “retirement of experienced workers without adequate replacements” là paraphrase chính xác.

Câu 5: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: stigma, vocational education, based on
• Vị trí trong bài: Đoạn 6, dòng 2-4
• Giải thích: Đoạn văn nêu “Parents and students often view vocational paths as inferior to academic ones, associating them with lower social status… This perception persists even when vocational graduates may earn comparable or higher incomes”. Điều này cho thấy stigma dựa trên quan niệm lỗi thời về địa vị xã hội (C), không phải đánh giá chính xác về thu nhập (A).

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: vocational programs, modify curricula, more rapidly
• Vị trí trong bài: Đoạn 3, dòng 6-7
• Giải thích: Bài viết khẳng định “Vocational programs can adapt more quickly to industry needs, updating curricula to reflect current workplace requirements.” Câu này khớp hoàn toàn với statement.

Câu 8: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all countries, apprenticeship systems
• Vị trí trong bài: Đoạn 4, dòng 5-6
• Giải thích: Bài đọc chỉ nói “In countries like Germany and Switzerland, where apprenticeship systems are well-established”, ngụ ý chỉ một số quốc gia có hệ thống này, không phải tất cả các quốc gia. Do đó statement mâu thuẫn với thông tin.

Câu 11: career and technical education / CTE

• Dạng câu hỏi: Sentence Completion
• Từ khóa: also referred to as, technical education
• Vị trí trong bài: Đoạn 2, dòng 1
• Giải thích: Câu đầu tiên của đoạn 2 nêu rõ: “Vocational education, also known as technical education or career and technical education (CTE)”.

Passage 2 – Giải Thích

Câu 14: iii

• Dạng câu hỏi: Matching Headings
• Giải thích: Paragraph A thảo luận về mô hình giáo dục truyền thống “developed during an era” và “privileges abstract thinking”, đề cập đến bối cảnh lịch sử của giáo dục học thuật.

Câu 15: vi

• Dạng câu hỏi: Matching Headings
• Giải thích: Paragraph B trình bày nghiên cứu so sánh hai nhóm sinh viên: “those who pursued traditional academic qualifications and those who completed vocational programs” với kết quả về tỷ lệ việc làm và sự hài lòng, khớp với heading “Comparing outcomes of academic and vocational graduates”.

Câu 16: i

• Dạng câu hỏi: Matching Headings
• Giải thích: Paragraph C tập trung vào vai trò của doanh nghiệp: “businesses play an active role in curriculum development”, đúng với heading về vai trò của nhà tuyển dụng trong thiết kế chương trình.

Câu 21: requisite skills

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: Bài viết nêu “employers report difficulty finding candidates with the requisite skills”, từ “requisite skills” phù hợp với context về những kỹ năng cần thiết mà sinh viên thiếu.

Câu 24: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Paragraph D, dòng 2-3
• Giải thích: Tác giả khẳng định “vocational programs typically require expensive equipment, specialized facilities, and smaller class sizes than traditional academic courses”, rõ ràng cho thấy chúng tốn kém hơn.

Câu 25: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài viết chỉ nói “In many Asian countries” chứ không nói “all Asian countries”, không đủ thông tin để xác định tất cả các nước châu Á có quan điểm này.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Fourth Industrial Revolution, vocational education, focus on
• Vị trí trong bài: Đoạn 1, dòng 3-6
• Giải thích: Đoạn đầu nêu rõ vocational education must address “broader competencies” và “the cultivation of adaptive capacities and metacognitive abilities”. Đây chính là đáp án B.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: half-life of technical skills
• Vị trí trong bài: Đoạn 2, dòng 2-3
• Giải thích: Bài viết định nghĩa: “The half-life of technical skills – the period during which acquired knowledge retains practical value”, tức là thời gian kiến thức còn hữu ích (C).

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: early tracking, education systems
• Vị trí trong bài: Đoạn 6, dòng 2-5
• Giải thích: Tác giả viết “Critics contend that such systems crystallize socioeconomic disadvantage”, nghĩa là early tracking có thể duy trì bất lợi về kinh tế-xã hội (perpetuate socioeconomic disadvantages – B).

Câu 32: G (paragraph 7)

• Dạng câu hỏi: Matching Information
• Giải thích: Paragraph 7 thảo luận về “transnational dimension” và “Unlike academic degrees…vocational credentials exhibit substantial heterogeneity across national contexts”, đề cập đến việc khó công nhận bằng cấp nghề qua các quốc gia.

Câu 37: paradigmatic shift

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Bài viết nói “This represents a paradigmatic shift from traditional vocational pedagogy”, mô tả sự thay đổi cần thiết trong phương pháp giảng dạy.

Câu 40: lifelong learning orientations

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 9, dòng 4-5
• Giải thích: Đoạn cuối nêu “Vocational education institutions…by cultivating lifelong learning orientations”, chỉ ra xu hướng học tập mà các tổ chức cần phát triển.

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5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
significant shift	noun phrase	/sɪɡˈnɪfɪkənt ʃɪft/	sự thay đổi đáng kể	“a significant shift in how societies view education”	undergo/experience/represent a significant shift
vocational training	noun phrase	/vəʊˈkeɪʃənəl ˈtreɪnɪŋ/	đào tạo nghề nghiệp	“vocational training is increasingly recognized”	provide/offer/receive vocational training
hands-on training	noun phrase	/hændz ɒn ˈtreɪnɪŋ/	đào tạo thực hành	“combine classroom instruction with hands-on training”	hands-on experience/approach/learning
acute skills shortages	noun phrase	/əˈkjuːt skɪlz ˈʃɔːtɪdʒɪz/	tình trạng thiếu kỹ năng trầm trọng	“many industries face acute skills shortages”	address/face/overcome skills shortages
skills gap	noun phrase	/skɪlz ɡæp/	khoảng cách kỹ năng	“This skills gap is particularly evident”	bridge/close/narrow the skills gap
kinesthetic learners	noun phrase	/ˌkɪnɪsˈθetɪk ˈlɜːnəz/	người học qua vận động	“some individuals are kinesthetic learners”	visual/auditory/kinesthetic learners
apprenticeship systems	noun phrase	/əˈprentɪsʃɪp ˈsɪstəmz/	hệ thống học nghề	“apprenticeship systems are well-established”	formal/traditional apprenticeship
positive feedback loop	noun phrase	/ˈpɒzətɪv ˈfiːdbæk luːp/	vòng phản hồi tích cực	“This creates a positive feedback loop”	create/establish/generate a feedback loop
stigma	noun	/ˈstɪɡmə/	sự kỳ thị, định kiến	“vocational education has historically suffered from a stigma”	social stigma, carry/attach/overcome a stigma
career progression	noun phrase	/kəˈrɪə prəˈɡreʃən/	sự thăng tiến nghề nghiệp	“provide clear pathways for career progression”	career development/advancement/progression
dexterity	noun	/dekˈsterəti/	sự khéo léo	“requires human judgment and dexterity”	manual dexterity, physical dexterity

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
persistent disconnect	noun phrase	/pəˈsɪstənt ˌdɪskəˈnekt/	sự ngắt kết nối dai dẳng	“The persistent disconnect between educational outcomes and labor market”	persistent problem/challenge/issue
requisite skills	noun phrase	/ˈrekwɪzɪt skɪlz/	kỹ năng cần thiết	“finding candidates with the requisite skills”	requisite knowledge/experience/qualifications
privileges abstract thinking	verb phrase	/ˈprɪvəlɪdʒɪz ˈæbstrækt ˈθɪŋkɪŋ/	ưu tiên tư duy trừu tượng	“traditional education model which privileges abstract thinking”	privilege theory over practice
industry-specific expertise	noun phrase	/ˈɪndəstri spəˈsɪfɪk ˌekspɜːˈtiːz/	chuyên môn đặc thù ngành	“must be complemented by industry-specific expertise”	domain-specific/sector-specific expertise
statistically comparable	adjective phrase	/stəˈtɪstɪkəli ˈkɒmpərəbl/	tương đương về mặt thống kê	“employment rates were statistically comparable”	statistically significant/different/similar
tripartite partnership	noun phrase	/traɪˈpɑːtaɪt ˈpɑːtnəʃɪp/	quan hệ đối tác ba bên	“This tripartite partnership among government”	tripartite agreement/cooperation
funding constraints	noun phrase	/ˈfʌndɪŋ kənˈstreɪnts/	hạn chế về kinh phí	“Funding constraints represent a persistent challenge”	budget/financial/resource constraints
entrenched prejudice	noun phrase	/ɪnˈtrentʃt ˈpredʒudɪs/	định kiến ăn sâu	“the entrenched prejudice against vocational pathways”	deeply entrenched beliefs/attitudes
self-reinforcing	adjective	/self ˌriːɪnˈfɔːsɪŋ/	tự củng cố	“This stigma becomes self-reinforcing”	self-reinforcing cycle/pattern
hybrid models	noun phrase	/ˈhaɪbrɪd ˈmɒdlz/	mô hình lai	“developing hybrid models that combine theoretical knowledge”	hybrid approach/system/solution
blurring the boundaries	verb phrase	/blɜːrɪŋ ðə ˈbaʊndəriz/	làm mờ ranh giới	“By blurring the boundaries between vocational and academic”	blur the lines/distinction between
virtual reality simulations	noun phrase	/ˈvɜːtʃuəl riˈæləti ˌsɪmjuˈleɪʃənz/	mô phỏng thực tế ảo	“Virtual reality simulations allow students to practice”	VR training/technology
micro-certifications	noun phrase	/ˈmaɪkrəʊ səˌtɪfɪˈkeɪʃənz/	chứng chỉ vi mô	“Digital credentials and micro-certifications provide flexible pathways”	digital badges/micro-credentials
competitive advantage	noun phrase	/kəmˈpetətɪv ədˈvɑːntɪdʒ/	lợi thế cạnh tranh	“becomes a crucial competitive advantage”	gain/maintain/sustain competitive advantage

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
convergence	noun	/kənˈvɜːdʒəns/	sự hội tụ	“characterized by the convergence of digital, biological technologies”	convergence of technologies/interests
volatile and uncertain	adjective phrase	/ˈvɒlətaɪl ənd ʌnˈsɜːtn/	biến động và không chắc chắn	“increasingly volatile and uncertain labor market”	volatile market/situation
adaptive capacities	noun phrase	/əˈdæptɪv kəˈpæsətiz/	khả năng thích nghi	“cultivation of adaptive capacities”	develop/build adaptive capabilities
metacognitive abilities	noun phrase	/ˌmetəˈkɒɡnətɪv əˈbɪlətiz/	khả năng siêu nhận thức	“adaptive capacities and metacognitive abilities”	metacognitive skills/strategies
anachronistic	adjective	/əˌnækrəˈnɪstɪk/	lạc hậu, không hợp thời	“are increasingly anachronistic”	outdated/obsolete/anachronistic approach
half-life of technical skills	noun phrase	/hɑːf laɪf əv ˈteknɪkəl skɪlz/	chu kỳ bán rã của kỹ năng kỹ thuật	“The half-life of technical skills…has contracted”	skill decay/obsolescence
obsolescence	noun	/ˌɒbsəˈlesəns/	sự lỗi thời	“This obsolescence poses a fundamental challenge”	planned/technological obsolescence
durable capabilities	noun phrase	/ˈdjʊərəbl ˌkeɪpəˈbɪlətiz/	khả năng bền vững	“develop more durable capabilities”	lasting/enduring capabilities
paradigmatic shift	noun phrase	/ˌpærədɪɡˈmætɪk ʃɪft/	sự thay đổi mô thức	“This represents a paradigmatic shift”	fundamental/radical shift
optimal allocation	noun phrase	/ˈɒptɪməl ˌæləˈkeɪʃən/	sự phân bổ tối ưu	“questions about the optimal allocation of resources”	efficient/effective allocation
democratize	verb	/dɪˈmɒkrətaɪz/	dân chủ hóa	“can democratize economic opportunity”	democratize access/education
perpetuate inequalities	verb phrase	/pəˈpetʃueɪt ˌɪnɪˈkwɒlətiz/	duy trì bất bình đẳng	“may actually perpetuate inequalities”	perpetuate stereotypes/discrimination
stratification	noun	/ˌstrætɪfɪˈkeɪʃən/	sự phân tầng	“This stratification is particularly pronounced”	social/economic stratification
early tracking	noun phrase	/ˈɜːli ˈtrækɪŋ/	phân luồng sớm	“systems that employ early tracking”	academic tracking/streaming
path dependencies	noun phrase	/pɑːθ dɪˈpendənsiz/	sự lệ thuộc đường đi	“rigid tracking can create path dependencies”	institutional/historical path dependency
permeable boundaries	noun phrase	/ˈpɜːmiəbl ˈbaʊndəriz/	ranh giới thấm thấu	“implementing more flexible systems with permeable boundaries”	porous/flexible boundaries
transnational dimension	noun phrase	/trænzˈnæʃənəl daɪˈmenʃən/	chiều kích xuyên quốc gia	“The transnational dimension of vocational qualifications”	transnational cooperation/networks
heterogeneity	noun	/ˌhetərədʒəˈniːəti/	tính không đồng nhất	“vocational credentials exhibit substantial heterogeneity”	diversity/variety/heterogeneity
harmonized competency frameworks	noun phrase	/ˈhɑːmənaɪzd ˈkɒmpɪtənsi ˈfreɪmwɜːks/	khung năng lực hài hòa	“develop harmonized competency frameworks”	standardized/unified frameworks
occupational segregation	noun phrase	/ˌɒkjuˈpeɪʃənəl ˌseɡrɪˈɡeɪʃən/	sự phân chia nghề nghiệp	“Occupational segregation by gender remains pronounced”	gender/racial segregation
determinative	adjective	/dɪˈtɜːmɪnətɪv/	có tính quyết định	“will likely prove determinative for broader questions”	decisive/crucial/determining factor
hybrid employment relationships	noun phrase	/ˈhaɪbrɪd ɪmˈplɔɪmənt rɪˈleɪʃənʃɪps/	quan hệ lao động lai	“including gig work…and hybrid employment relationships”	flexible/non-standard employment
lifelong learning orientations	noun phrase	/ˈlaɪflɒŋ ˈlɜːnɪŋ ˌɔːriənˈteɪʃənz/	định hướng học tập suốt đời	“cultivating lifelong learning orientations”	continuous/ongoing learning

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Kết bài

Chủ đề về tầm quan trọng của đào tạo nghề trong giáo dục không chỉ là một xu hướng phổ biến trong đề thi IELTS Reading hiện nay mà còn phản ánh những thay đổi thực tế đang diễn ra trong hệ thống giáo dục toàn cầu. Qua bài thi mẫu này, bạn đã được tiếp cận với ba passages có độ khó tăng dần, từ cơ bản đến nâng cao, giúp bạn làm quen với nhiều phong cách viết và mức độ phức tạp khác nhau của các bài đọc học thuật.

Ba passages này đã cung cấp đầy đủ các dạng câu hỏi thường gặp trong IELTS Reading, từ Multiple Choice, True/False/Not Given, Matching Headings, đến Summary Completion và Short-answer Questions. Việc luyện tập với đa dạng các dạng bài sẽ giúp bạn xây dựng chiến lược làm bài linh hoạt và hiệu quả, đồng thời rèn luyện kỹ năng đọc hiểu ở nhiều cấp độ khác nhau.

Phần đáp án chi tiết không chỉ cung cấp câu trả lời đúng mà còn giải thích rõ ràng lý do tại sao đó là đáp án chính xác, vị trí thông tin trong bài và cách paraphrase được sử dụng. Đây là những thông tin vô cùng quý giá giúp bạn tự đánh giá năng lực và hiểu sâu hơn về cách thức xây dựng câu hỏi trong kỳ thi IELTS. Bạn có thể tham khảo thêm các phương pháp học tập hiệu quả qua bài viết về Social impacts of aging populations để mở rộng vốn kiến thức về các chủ đề xã hội thường xuất hiện trong IELTS.

Bộ từ vựng được tổng hợp từ ba passages với hơn 40 từ và cụm từ quan trọng sẽ là tài liệu quý báu cho quá trình ôn luyện của bạn. Hãy chú ý đến cách các từ này được sử dụng trong ngữ cảnh học thuật và luyện tập sử dụng chúng trong văn viết và giao tiếp của bạn. Điều này sẽ giúp nâng cao không chỉ điểm Reading mà còn cả Writing và Speaking. Tương tự như cách What are the challenges of achieving global energy access? phân tích các vấn đề toàn cầu, việc làm quen với từ vựng học thuật đa dạng là chìa khóa để đạt band điểm cao.

Để tận dụng tối đa bài thi mẫu này, bạn nên tự tạo điều kiện thi thử với thời gian thực tế 60 phút, sau đó đối chiếu đáp án và nghiên cứu kỹ phần giải thích. Hãy phân tích những câu hỏi bạn làm sai để hiểu rõ nguyên nhân và tránh lặp lại sai lầm. Với sự luyện tập đều đặn và phương pháp học tập đúng đắn, bạn hoàn toàn có thể đạt được mục tiêu band điểm mong muốn trong kỳ thi IELTS. Chúc bạn học tập hiệu quả và thành công!