Co ordination of practical vocational training among vocatoinal schools and enterprises

1 MINISTRY OF EDUCATION AND TRAINING THAI NGUYEN UNIVERSITY NGUYEN VAN TUAN CO-ORDINATION OF PRACTICAL VOCATIONAL TRAINING AMONG VOCATOINAL SCHOOLS AND ENTERPRISES Major: THEORY AND HISTORY OF EDUCATION Code: 62 14 01 02 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATION THAI NGUYEN - 2013 The dissertation was completed at: COLLEGE OF EDUCATION - THAI NGUYEN UNIVERSITY Scientific supervisors: Assoc Prof Dr Pham Hong Quang Assco Prof Dr Nguyen Duc Tri Opponent 1: Opponent 2: Opponent 3: The dissertation will be defended before the Jury at: COLLEGE OF EDUCATION - THAI NGUYEN UNIVERSITY At hour date month 2013 The dissertation can be studied in: Learning resource center - Thai Nguyen University Library of Hanoi National University of Education LIST OF PUBLISHED WORKS REALATED TO THE DISSERTATION BY AUTHOR Nguyen Van Tuan (2009), “Some Innovation Trends of Practical Vocational Training for vocational students today”, “Education magazine”, No 215, issue 2, June 2009, Page 50 - 51 Nguyen Van Tuan (2012), “ Some contents in co-ordination of Practical Vocational Training among vocational schools and enterprises to train human resources”, “Education Magazine”, No 280, issue 2, February 2012, Page 19 - 20 Nguyen Van Tuan (2012), “Co-ordination among vocational schools and enterprises in improving qualifications of Vocational Teachers and Trainers”, Education Magazine, No 299, Issue 1, December 2012, Page 15 - 16 Nguyen Van Tuan (2013), “Conditions impacting on the coordination among vocatinal schools and enterprises” Educational Management Magazine, No 44, January 2013, Page 40 - 42 Nguyen Van Tuan (2013), “Improvement of vocational Education and training programs by orientation of application among vocational schools and enterprises”, Education Magazine, No 307, Issue 1, April 2013, Page 39 - 41 INTRODUCTION The reason to choose the research title Human resource plays a decisive role and becomes more and more important in the development of economic and society in the world Arising problem of the human reource structure currently is that students’ professional qualifications who were trained in vocational schools not meet requirements of enterprises A paradox in the vocational schools is that a number of students that were graduated from vocational schools and were unemployed are higher and higher, while it is very difficult for the enterprises to recruit employees meeting their working requirements In the training labors who will attend the further production of the enterprise, the enterprises only watch it and the vocational schools it; hence, the enterprises hire available labors trained by the schools that results in the re-training of the labors This problem takes much time and expenses of parties in the labor market From the above actual problem, it is essential for the vocational education and training in Vietnam to create the co-ordination and collaboration among vocational schools and enterprises, moreover, it is needed to consider the collaboration as an inseparable process By the reasons mentioned above, I choose “Co-ordination of vocational practical training among vocatinal schools and enterprises” as my research title Research objective of the dissertation On the basis of theoretical research and assessment of the actual situation, the dissertation aims at proposing methods of coordination among vocational schools and enterprises Object and subject of the research 3.1 Object of the research The vocational practical teaching and training in vocational schools 3.2 Subject of the research Methods of co-ordination among vocational schools and enterprises Scientific hypodissertation One of activities for improving the quality of Practical vocational training is strenthening of the co-ordination among vocational schools and enterprises Teaching and training relations among the vocational schools and the enterprises, however, are unregular, uneffective and loose The quality of Practical vocational training will be improved if the methods of co-ordination of Practical vocational training are implemented Research tasks 5.1 Systematizing the theoretical basis of the Coordination of Practical vocational training among vocational schools and enterprises 5.2 Assessing the actual situation of the coordination of Practical vocational training among vocational schools and enterprises 5.3 Proposing methods of coordination of Practical vocational training among vocational schools and enterprises 5.4 Experimenting with the methods to affirm efficiency of the methods of coordination of Practical vocational training among vocational schools and enterprises Research scope The research scope is limitted: - Research contents: Coordination of vocational practical training among vocational schools and enterprises is to design program, to make plan, to perform the teaching and training, as well as to exploit human resources for the teaching and training in order to improve the vocational students’ qualifications - Research field: the research is carried out in vocational schools, enterprises, companies training and using labors in Electrical and Welding fields in Hanoi, Hai Duong, Bac Ninh, and Bac Giang Research approaches and methods 7.1 Approaches mainly include: Dialectical approach, systemic approach and market approach 7.2 Research methods include: theoretical research methods such as analysis, collection, comparison, etc; field research methods such as observation, survey, investigation, research of operation result, summary of experience, pedagogic experiment; some support methods such as mathematical statistics New aspects of the dissertation 8.1 For theory - Clarifying some new concepts such as: Coordination, practical training, methods of coordination of practical teaching, vocational school, enterprises - Generalizing and clarifying basic issues of the vocational education and training in vocational schools, main contents and issues of the coordination of vocational practical education among vocational schools and enterprises 8.2 For reality - In the dissertation, we assess actual situation of practical vocational training and coordination of practical vocational training in provinces including Hanoi, Hai Duong, Bac Ninh and Bac Giang - We also proposal of 06 methods to strenthen the coordination of practical vocational training among vocational schools and enterprises Argument - The coordination of practical vocational training among vocational schools and enterprises is an objective demand for the mutual benefits Thence, for the vocational schools, their training expenses will be decreased, training quality will be improved; for the enterprises, the enterprises will be initiative in labor training in accordance with working requirements and they also will have chance to hire high-quality and skilled labors - The vocational schools and enterprises are not aware of the role and significance of the coordination to improve the quality of vocational training Although some contents and methods of coordination of practical vocational training were performed, the efficiency was not high since the methods are asynchronous, lack of coordination conditions, lack of integrity and patience in performing the methods - It is neccessary to apply methods of coordination of practical vocational training among vocational schools and enterprises flexibly and creatively 10 Outline of the dissertation Apart from Introduction, list of abbreviated terms, table of contents and list of tables, this dissertation is divided into the following parts and chapters: Chapter 1: Theoretical basis of the coordination of practical vocational training among vocational schools and enterprises; Chapter 2: Actual situation of the coordination of practical vocational training among vocational schools and enterprises; Chapter 3: Methods of coordination of practical vocational training among vocational schools and enterprises Chapter THEORETICAL BASIS OF THE COORDINATION OF PRACTICAL VOCATIONAL TRAINING AMONG VOCATIONAL SCHOOLS AND ENTERPRISES 1.1 General 1.1.1 The researches in the world In the mid-nineteenth century (1984), authors were aware of diversity and complexity of occupational system in society, and they focused on the specialization Hence, their books mentioned the urgency of vocational guidance, provided the young generation with necessary knowledge in accordance with their qualifications and requirements of society For high-school education, C Marx pointed out key tasks: the first is intellectual education; the next is Physical education; the final is technical education to students to understand basic principles of every production process and to use the most simple production tools” [64] Vocational education always is dignified in developed countries in the world, thus, students in these countries are guided vocation when they study in high schools In Japan, US, Germany, etc, test tools are developed which can differentiate capicity and vocational interest of students aiming at vocational guidance as soon as possible For the first time in history, University of Cambridge with 700 years of history has applied the “Corporate university” method since 1969 Coordination among university and enterprises become more and more popular currently in US and some European countries Corporate University tendency becomes an inevitable development tendency creating development change for universities and enterprises When analyzing “Pillars of Education”, Jacques Delors, Chairman of International Commission of Educational Independence for the XXI century, UNESCO said that: “learn to understand, learn to work, learn to self-affirm and learn to live together” In his opinion, the vocational education is an essential issue in Pillars of Education, and he held seminars, researches of “combination of training with using” issue in vocational training [15, page 54] “Three in One” is a view in vocational training in China today: Training, Producting, and Service Therefore, it is needed for vocational schools to have a strong attachment for enterprises to improve the quality of vocational training [15, page 39] Vocational training system in Indonesia has been studied on since 1993 in order to satisfy requirement on human resources for ASEAN Free Trade 2003 Of which, coordination of vocational training among schools and enterprises were especially focused [15, page 72] 1.1.2 Researches in Vietnam Reserches on Practical Vocational Training In 1981, Author Nguyen Duc Tri translated a book “Theory of Practical vocational training” [72] from German language to Vietnamese, and his translation was considered as the first document on Theory of Practical vocational training In 2001, Author Nguyen Van Khoi wrote a book “Some basic theoretical issues of technical practical teaching” [43], in which scientific basis and periods of organization of technical practical teaching were mentioned Article Law on Education 2005 [47] For Vocational training “Objective of vocational training is to train qualified and skiled technical human resources in production, service with vocatinal morality, etc” For the coordination of practical vocational training among vocational schools and enterprises Project “Research of measures to improve quality of Construction technical worker training in Hanoi Capital” Research Project: “Research of capacity and conditions to apply German bilinear vocational training system into vocational schools directly under enterprises in Vietnam” Research Project: “Measures to combinate the vocational training with labor using of Vocational training system in Hanoi in Construction” Scientific Research Project: “Development of a vocational training model coordinating among schools and enterprises” Project: “Training in schools and enterprises to improve the quality of vocational training in Vietnam currently” Project: “Training coordination among vocational schools and enterprises in industrial zones” The said projects mentioned some contents related to the coordination of training and education among vocational schools and enterprises, and measures to improve the quality of vocatinal training However, there is no project studying on the coordination of practical vocational training among vocational schools and enterprises The coordination of practical vocational training among vocational schools and enterprises plays an essential and urgent role in improvement of quality and efficiency of vocational training; therefore, it is required to research it 1.1.3 Experiences of some countries of coordinating the practical vocational training among vocational schools and enterprises: Experience of Germany, Norway, Frence, Danish, Japan and Korea 1.2 Some basic concepts 1.2.1 Coordination In this dissertation, Coordination is referred to as arrangement and distribution of many factors to operate together for the mutual purposes 1.2.2 Practical Vocational Training Practical vocational training is referred to as an operation with the main function as formation and practice of skills as well as occupational attitude for the students Practical vocational training is carried out after theory lessons in order to help students to apply their acquired knowledge by doing exercises, building charts, diagrams or practicing their skills 1.2.3 Coordination of practical vocational training Coordination of practical vocational training is the process in which vocational schools and enterprises take part in practical vocational training together such as developing programs, making plan, organizating vocational training and assessing the training result; coordinate to use material basis and labor staff aming at improving the quality of practical vocational training and the quality of qualification and occupational skills for students and aming at meeting requirements on labor using of enterprises 1.2.4 Method of coordination of practical vocational training: Is the way that is used by vocational schools and enterprises to arrange, distribute and organize practical training together aiming at achieving the mutual targets 1.2.5 Vocational school Vocational school is referred to as educational organizations and institutions in where the training and learning activities are held to equip the trainees with knowledge, occupational skills and attitude” [46] 1.2.6 Enterprise Enterprises is referred to as firms, companies, organizations or individuals (If enterprise is referred as an individual, the individual must be more than 18 years old, with hiring, using and paying labors) Enterprise is a place with requirements on recruitment of labors to work for the enterprise [46] 1.3 Some basic issues of the practical vocational training in vocational schools 1.3.1 Purpose of the practical vocational training Practical vocational training aims at helping the students to form their professional capacity, strenthen and improve their knowledge, 10 has opportunity to practice with new equipment, modern technology in production plants in where they will work 1.4.3.5 Coordination of test and assessment of result on practical vocational training Vocational schools and enterprises will base on determinated practical vocational programs to develop assessment targets, standard in accordance with the training programs, requirements on finished practical product, specifications, dimension, aesthetics, and labor safety 1.4.3.6 Coordination of improvement of the teachers’ practical capacity in vocational schools and of technical staff’s pedagocial profession in enterprises Coordination of practical vocational training among vocational schools and enterprises will equip the vocational schools with experienced and qualified technical staff in production that have capacity to effectively access advaned technology On the other hand, the enterprises in where the technical staff participates to train will be equipped pedagogical profession and skills 1.4.4 Forms of Coordination of practical vocational training among vocational schools and enterprises There are many forms of coordination among vocational schools and enterprises Basing on some criteria, forms of coordination are classified as following: Vocational schools and enterprises will together take part in processes in the practical vocational training; the Vocational schools and enterprises will perform specific separable mission as assigned, the vocational schools will organize the vocational training and the enterprises will assess the result 1.4.5 Factors impacting on efficiency of coordination of practical vocational training among vocational schools and enterprises 1.4.5.1 External factors include: State policies; coordination environment 1.4.5.2 Internal factors include: Training programs; teacher staff, technical staff and management staff; material basic and facilities for the training 11 Conclusion of Chapter The coordination of practical vocational training among vocational schools and enterprises is an objective demand for mutual benefits It is necessary for the coordination of practical vocational training among vocational schools and enterprises to unify and perform according to the following requirements: Purposes of the coordination is with the aim of providing knowledge and skills for the students as required and of strenthening responsibilities of the enterprises in the labor training and using Quantity and quality of teacher staff in vocational schools and technical staff in enterprises will be developed and improved by the coordination Contents of coordination performed by the vocational schools and enterprises include: designing and developing practical vocational training programs, making plan, training, testing, assessing and coordinating to use, and ultilizing conditions of facilities and staff Chapter ACTUAL SITUATION OF THE COORDINATION OF PRACTICAL VOCATIONAL TRAINING AMONG VOCATIONAL SCHOOLS AND ENTERPRISES 2.1 General outline of human resource training and using situation in the survey areas In order to obtain actual basis for suggesting measures of coordination of practical vocational training among vocational schools and enterprises, the author surveyed 04 provinces, including Hano City, Hai Duong Province, Bac Giang province, and Bac Ninh Province, the statistical datum are based on “Report on planning and developing human resources in locals in 2011 - 2020”, November 2010 2.2 Actual situation of coordination of practical vocational training among vocational schools and enterprises 2.2.1 Research of actual situation 2.2.1.1 Purpose of survey It is needed to research the actual situation of practical vocational training and of the coordination of practical vocational training among 12 vocational schools and enterprises, whereby I can assess the actual situation and find out the forms of coordination as a actual foundation to propose some appropriate measure of coordination 2.2.1.2 Subjects and areas for the survey * Subjects for the survey: include 195 practical vocational trainers in vocational schools; 125 management personnels, technical personnels in enterprises and 250 students * Areas for the survey: The survey was carried out in 04 provinces, including Hanoi, Hai Duong, Bac Ninh and Bac Giang 2.2.1.3 Contents of the survey - Actual situation of training, awareness, contents, forms and factors impacting on the coordination Assessment of cause of the actual situation 2.2.1.4 Methods and Techniques of the survey Methods applied to research the actual situation of coordination of practical vocational training inclue: observation, interview, investigation by questionnaires, summary of experience, consultancy of experts as scientists 2.2.2 Actual training situation in vocational schools with tendency to strengthen practical vocational training 2.2.2.1 Actual situation of training programs After analysis of the table 2.4, in the opinion of 71.3% technical personnels in the enterprises and teachers in the vocational schools, who were answered, the disstribution of time of practice and vocational practice is not balanced and sufficient in comparison with the distribution of theory lessons in current training modules 2.2.2.2 Obtained training result in vocational schools After analysis of the Table 2.5, according to the assessment of teachers, technical personnels, and students, the training quality in vocational schools was considered at below-average level 56% contents which were considered efficiency include: “Professional 13 knowledge”, because according to personnels in the enterprises, the students, who were trained in vocational schools, have basic and sufficient theoretical knowledge “Communication skills and social activities” had 35.17 ideas According to the assessment, training quality is very weak and does not satisfy requirements including: 37.97 % ideas of “Practical skills” 2.2.2.3 Causes of the training result in vocational schools - Objective causes: mainly due to history of the vocational training development, mechanism - policy, economic - social conditions, culture, management view of the State - Subjective causes: due to the vocational schools and the enterprises 2.2.3 Real situation of coordination of practical vocational training among vocational schools and enterprises 2.2.3.1 Awareness of the importance of coordination of practical vocational training among vocational schools and enterprises In table 2.6 - with the question about the importance of coordination of practical vocational training, technical staffs in enterprises and teachers, students of vocational schools said that coordination of practical vocational training is essential: technical staff accounted for 98.8 %; teachers accounted for 96.9 % and students accounted for 92.6 % In regard of belief in coordination of practical vocational training among vocational schools and enterprises: according to the survey results in Table 2.7, 81 % of respondents believe that coordination of practical vocational training among vocational schools and enterprises in the coming years will be better 2.2.3.2 Real situation of coordination of practical vocational training among vocational schools and enterprises * Real situation of the coordination of building and developing practical vocational training program Curriculum is considered an important factor affecting the quality of training 35.4 % of respondents said that vocational schools and enterprises often and very often coordinate to develop curriculum 14 However, the coordination was not based on market survey, training needs analysis, career analysis, experimental teaching, assessment and evaluation of curriculum effectiveness are primarily undertaken by vocational schools with less involvement of staff enterprises, therefore, practical training curriculum does not tied to reality, the logic and science have not yet satisfied high demands of learners * Real situation of coordination to develop practical training plan Construction of practical training plans is mainly implemented by teachers of vocational schools from making detailed plans for each practice lesson to lesson plan for the course Assigned technical staffs of enterprises only participate partially in long -term general plan for the course * Real situation of coordination of practical training The organization of practical teaching is still inadequate, students’ practical activities are implemented mainly at vocational schools and by school teachers, students have very little opportunity to practice in enterprises under technical staff’s teaching and guidance Guidance staffs who have been assigned under the plan often plead production activities to demand teachers of vocational schools to teach * Real situation of coordination of using facilities and equipment for practical training The results in Table 2.10 shows that most teachers said that the facilities and technical equipment initially meet the task of practical training 12.8 % of teachers said that the facilities and technical equipment are evaluated in good response level, 61.5 % said that they are evaluated in average response level and 25.5 % said that they did not meet the teaching task In according to Table 2.11, 62 % of staffs, 63% of teachers and 67 % students said that equipment and tools for practical training is now complete; 54 % staffs, 56 % of teachers and 52 % students said 15 that they are synchronous; 45% of staffs, 47% of teachers and 52 % of students said that they are modern Survey results show that 96 % of respondents said that vocational equipment including equipment of enterprises, other choices accounts only for % Therefore, to enhance modern equipment and new technology for practical training which meet students’ vocational practice to improve the quality of vocational training, good and necessary option is to coordinate practical training among vocational schools and enterprises * Real situation of coordination to check and assess practical training results The results in table 2.12 and 2.13 show that 86,7% of respondents answered that the assessment in coordination of practical training is usually based on professional skill standards issued by the General Department of Vocational Training, 13.3 % of respondents said that the assessment is based on teaching goals and the standards developed by the coordination of vocational schools and enterprises in accordance with characteristics of establisment * Real situation of coordination in improvement of capacity, to professional skills for staff, teacher who participate in teaching The survey results showed that 45 % of respondents selected teacher is the most important factor deciding the quality of practical vocational training; while the remaining three factors of teaching process structure account only for 55 % The mobilization of teaching for teachers from enterprises has many shortcomings and difficulties; because experts, technical staffs of enterprises often afraid to engage in the teaching with a some subjective reasons such as time pressure, pedagogical qualifications For teacher of vocational schools, due to so much teaching time and being fearful of improving knowlegde, therefore, when being sent to enterprises in order to participate in the teaching and learning practical experience together with technical staffs in enterprises, they 16 often use personal reasons or teaching at school so that they not go to enterprises 2.2.3.3 Real situation of coordination pof practical training among vocational schools and enterprise The result of table 2.14 shows that 100% of teachers, technical staffs said that vocational schools and enterprises have not yet participated in a comprehensive way in practical training from identification of demands of skills, program development, planning, organization of teaching, examination and evaluation The cause for which vocational schools and enterprises not choose this form comes from the specific activities of both schools and enterprises The form of coordination of practical training is selected the most by teachers of vocational schools and technical staffs in enterprises, teachers (75 %), technicians (70 %) This is the coordination form in which each party implement its task Enterprises also evaluated practical training organized by vocational schools as a form which is paid attention by two parties However, this method has not been used much by the parties 2.2.3.4 The reality of the factors affecting coordintaion activities of practical training among vocational schools and enterprises Results in table 2.15 show that the most influential factors to coordination activities of practical training among vocational schools and enterprises are: Mechanisms and policies of state, with affect level of 64.2 % The second factor is teachers and administrators which account for 60.1 % This is a key factor to ensure and improve the quality of training Environmental impact is also powerful factor for coordination activities with the rate of 55.1 % 2.2.4 The cause of real situation of coordination of practical training among vocational schools and enterprises Advantages - Target of practical training has tended to shift from teaching under capability to teaching according to the needs, focussing on the demand of enterprises 17 - Curriculum has been updated and supplemented in order to focus on the employer’s demands - The number of teachers increases, teaching quality is improved thanks to applying the practical experience in the teaching process Limitations - There are some changes in awareness of practical training, but in each task, the coordination is also formally, the responsibilities of both parties are not high - Technical staffs of enterprises haven’t got much enthusiasm for teaching and they avoid their task when being assigned Causes of limitations - A large number of leaders of enterprises not determine the importance of cooperative teaching - Technical staffs of enterprises and teachers of vocational schools who participate in teaching are not interested properly and create the favorable conditions Besides, the lack of policies on compensation and training and so on leads to these limitations Conclusion of chapter The coordination of practical vocational training is evaluated as being essential by vocational schools and enterprises Teachers of vocational schools and technical staffs of enterprises believe that this coordination will provide high performance in training helping supply - demand meet together The main contents of practical training were combined by vocational schools and enterprises in following tasks: building curriculum and practical training plan; organizing and managing practical training, coordination in use of teaching equipment, supporting to train and develop staff However, through the analysis, we found that the contents have been deployed by two parties; the level of coordination is not comprehensive Enterprises engaged partially in practical training, the important tasks of practical training are undertaken by vocational schools 18 Chapter MEASURES OF COORDINATION OF PRACTICAL VOCATIONAL TRAINING AMONG VOCATIONAL SCHOOLS AND ENTERPRISES 3.1 Principals in building up measures of coordination of practical vocational training among vocational schools and enterprises The choosing, proposing measures of coordination are based on following principles: Principals of ensuring the direction of the Party, State in vocational teaching, and principals of ensuring the system, uniformity during coordination process of vocational practical training; improve the positive, proactive among parties in coordination 3.2 Measures of coordination of practical vocational training among vocational schools and enterprises 3.2.1 Coordination of innovation of practical training under output standard 3.2.1.1 Purpose, requirements of the measure: Measure has its purpose as enhance, coordinate among vocational schools and enterprises in innovation of practical training under output standard 3.2.1.2 Content of the measure: Review the contents of the teaching module, build up the practical training program under the direction of reducing theorical lessons and improve the practical time, organize, assess and supply, update the teaching program, build up program assessment standard set, give the decision of issuing the program and issuing introduction documents, teacher training program 3.2.1.3 Manners of measure implementation: Build up closed program, transfer the demand of enterprise into training target, help to analyze the achievements of labor systematically, identify sources of such issues and find the solution to carry out to minimize the unexpected consequences 3.2.1.4 Conditions of measure implementation: Issue documents relating to enterprises which must participate in training process and consider it as a key duty in production activity of enterprises 3.2.2 Coordination of building up practical training planning is suitable with vocational schools and enterprises 3.2.2.1 Purpose, requirements of the measure: To gain the attention of vocational schools and enterprises in the system’s target, clarify the operation direction, organization in the period of planning implementation 19 3.2.2.2 Content of the measure * Long-time planning : For whole course, academic year * Short-time planning: For each lesson at class 3.2.2.3 Manners of measure implementation: Establish the coordination Center of enterprises at vocational schools for Parties to exchange, adjust, supplement immediately with unsuitable contents in the planning and inspect all training process 3.2.2.4 Conditions of measure implementation: In coordination of vocational schools and enterprises, it is important to give coordination principals to ensure the planning, effectiveness of coordination, as well as not affect the key activities of two Parties 3.2.3 Coordination on student moving mechanism in studying at vocational schools and enterprises 3.2.3.1 Purpose, requirements of the measure: Create closed environment between training units and enterprises Students are entitled to study at an environment with all good conditions of staff, material facilities, and equipments in which they will work after graduation 3.2.3.2 Content of the measure: Organize the training progress of phases, 1st phase is to train basic knowledge at vocational schools The 2nd phase is to update the knowledge of new technology, vocational skill at enterprises 3.2.3.3 Manners of measure implementation: Manage and monitor the implementation of coordinated plans, find immediately the errors to adjust 3.2.3.4 Conditions of measure implementation: Vocational schools and enterprises must agree each other about the coordination planning, show actively and high determination in coordination planning to improve the training quality 3.2.4 Exploitation Coordination and effective usage of facilities and production equipment in practical training 3.2.4.1 Purpose, requirements of the measure: The purpose of the measure is to put practical training process into enterprises, is implemented by modern equipment of enterprises which is introduced by experts, technical staff of the enterprises 3.2.4.2 Content of the measure: Based on the contents of practical module to establish the practical materials norms of each lesson, module and total material demand of training occupations 20 3.2.4.3 Manners of measure implementation: Vocational schools and enterprises have statistics of amount, classification of materials,, equipment for vocational training On this basis, it is necessary to select, arrange the material, equipment which is suitable with usage demand of practical module 3.2.4.4 Conditions of measure implementation: Teachers, technical staff must research, and be familiar with using manners and equipment and be proactive in learning, improve the qualification of Information Technology 3.2.5 Corporation for renew inspection procedure, result assessment of vocational practical training 3.2.5.1 Purpose, requirements of the measure: To consider the procedure and manner which students implement and whether products of practice are under the required target of practical module and suitable with requirements of quality of enterprises 3.2.5.2 Content of the measure: Organize and manage, build up the target of practical training and establish the standard of tests, assess each practical module 3.2.5.3 Manners of measure implementation: Concretize legal documents by state, regulations of tests, assessment of the practical training result in particular and vocational training in general 3.2.5.4 Conditions of measure implementation: Organize, train teachers, technical staff about the teaching program, teaching methods and skills, lead the innovation implementation of organization and contents of tests 3.2.6 Coordination in improving professional knowledge, new technological knowledge and vocational skills for vocational teachers and teaching professional skills for vocational teachers at enterprises 3.2.6.1 Purpose, requirements of the measure: To develop and improve practical capacity of teachers and teaching professional skills of technical staff 3.2.6.2 Content of the measure - Improve the professional knowledge and skills for vocational teacher - Train teaching professional skills for experts, technical staff of enterprises 3.2.6.3 Manners of measure implementation: Build up daily, monthly professional regulations of teachers at vocational schools and technical staff of enterprises to exchange teaching experience of their selves 21 3.2.6.4 Conditions of measure implementation: The State need issue timely regulations, policies relating to vocational teachers, in which pay attention to the mode of teachers, experts, technical staff who directly teach at workshops 3.3 Trial coordination measures of practical vocational training and some trial measures of coordination of practical vocational training among vocational schools and enterprises 3.3.1 Test of necessary level and feasibility of coordination measure of practical training among vocational schools and enterprises The author has surveyed opinions of 168 people including 42 management staff and 56 teachers of 12 vocational schools, 70 management staff and technical staff of 10 enterprises Survey’s result has been shown in Tablet 3.1., to express that 83.3% coordination method of practical training which we proposed is assessed as necessary or very important 16,7% of that is considered as fairly necessary and no methods is considered as not important In term of feasibility, assessment opinions are at lower level than necessary Just 50% coordination of practical training is assessed at feasible and very important 50% of that is considered as fairly necessary and no method are assessed not important 3.3.2 Practice of some coordination methods of practical training between vocational schools and enterprises 3.3.2.1 Purpose of practice To inspect the feasibility and effectiveness of coordination methods of proposed vocational practical training 3.3.2.2 Object of practice The practice is implemented to second-year students with major Welding, industrial electricity of vocational training department of College of Urban Works Construction which is regulated as practical unit No.1 (CSTN 1), Ngoc Huy Training Equipment And Technology Development Co., Ltd - Dong Anh - Hanoi as practical unit No (CSTN 2) 3.3.2.3 Limitation of practice The author chooses 03 methods including: Build up planning of practical training at vocational school and enterprises; coordinate in student moving mechanism in studying at vocational and enterprises; coordination of test procedure, test assessment of vocational practical training 22 3.3.2.4 Contents of practice Step 1: Make planning for whole course, each year and semester; identify modules and teaching time; prepare locations, teaching equipment; management distribution, process test, contents of teaching programs Step 2: Organize vocational practical training: 1st phase: teaching knowledge and vocational skill at College of Urban Works Construction; 2nd phase: teaching advanced vocational skills at Ngoc Huy Training Equipment And Technology Development Co., Ltd Dong Anh - Hanoi Step 3: College of Urban Works Construction and Ngoc Huy Training Equipment And Technology Development Co., Ltd - Dong Anh - Hanoi corporate to give the assessment of the test 3.3.2.5 Time of practice + 1st phase: from 09/2011 to 12/2011 + 2nd phase: from 02/2012 to 05/2012 3.3.2.6 Practical methods, assessment methods Practical methods: To practical class, practice under controlled practical methods, to controlled class, implement under normal methods Build up assessment methods: During the practical teaching methods, in each program, we have own test, assessment methods at workshop 3.3.2.7 Practical process 1st phase: Prepare for Practice 2nd phase: Implement practical activities 3.3.2.8 Result of practice Result of 1st practice - Result in table 3.7 and image 3.3 shows group of practice which have higher study result than controlled group This is presented through the difference of GPA of students among practice and controlled group as: 6,66 - 5,67 = 0,99 - Result in table 3.8 and image 3.2 shows the difference of marks at levels: weak - poor, average, good and excellent and outstanding at groups of students in practical and controlled groups - Result of 2nd practice - Result in table 3.11 and image 3.5 shows higher results than controlled groups, this result is shown through the difference of GPA of practical student group than controlled group as: 6,84 - 5,62 = 1,22 23 - Result in table 3.12 and image 3.4 shows the difference of marks at levels: weak - poor, average, good and excellent and outstanding at groups of students in practical and controlled groups Through the result of 2nd phase, we confirm the practical results are stable The closed coordination among vocational schools and enterprises innitially bring the active effectiveness to study, help student to reach the fast study and more stable Conclusion of Chapter Through the coordination of practical vocational training among vocational schools and enterprises which is proposed on basis of theory and practice of the coordination to improve the quality of human resource training to meet the social demand and the vocational directions relating to the demand of coordination of practical vocational training, the dissertation has given 06 methods With proposed methods through practice and experts’ opinion, it is confirmed that the feasibility of methods coordination of practical training Each method ensures it’s suitable with the characteristics of training process at vocational training schools and enterprises CONCLUSION AND RECOMMENDATIONS A CONCLUSION Coordination of practical vocational training among vocational schools and enterprises is considered as an key requirements, to improve the human resource training quality, meet the practical requirement of the country in the period of industrialization and modernization The dissertation clarifies some basic concepts relating to research topics such as: coordination, coordination method of practical vocational training among vocational schools and enterprises and basic issues of practical training theory, vocational training schools and coordination of practical training With varieties of practical research methods, the topic has shown the teaching situation in vocational training schools; coordination situation with all contents: acknowledge of importance of coordination situation; contents, methods and coordination methods However, in coordination status, coordination content is still generally, not specific about the coordination of building up 24 teaching programs which is not based on output standard, the building up the program is the duty of the school, planning of teaching distribution, teaching organization is not applied well and does not take use of the strengths of each Party, therefore, when doing their duties, teachers and technical staff are still not good, they not build up the standard of testing - assessment of practical skills; poor facilities; poor qualified and skilled staff and teachers Through the above theory and practice, the topic proposed 06 methods for innovation of key coordination, with the direct effect to activities of coordination of practical vocational training among vocational schools and enterprises to enhance the quality of human resources Each proposed methods is analyzed and shown full contents, detailed implementation, main conditions for ensuring the feasible solution when are applied in the coordination practice of practical vocational training among vocational schools and enterprises in the next years With detailed and practical research method, the topic has proved the Scientifics, the feasibility of proposed methods The result has confirmed the actuality of above scientific theory B RECOMMENDATIONS Recommendation of next research: This research is the result of research in the frame of conditions and permitted time for PhD student to complete his doctoral dissertation In the next time, it is necessary to continuously research, broaden the scope of cooperation in the areas with larger scales to complete coordination methods of practical training schools among vocational schools and enterprises The related State, Ministries, Departments must be interest, create good conditions and soon issue lawful documents of coordination among vocational schools and enterprises and is considered as a compulsory activity Vocational training schools need to identify their target, contents, methods, measures, direction, training strategies of human resources and must actively find training market, labor market and concentrate on teaching, training under the requirement of laboremployment market and has methods, measures to encourage enterprises to take part in training To enterprises, it is necessary to consider the training process as an inseparable activity from production activities, should be active in contributing human - material - power for teaching and take part in all steps of vocational practical teaching in particular, and vocational training generally ... as: coordination, coordination method of practical vocational training among vocational schools and enterprises and basic issues of practical training theory, vocational training schools and coordination... responsibilities of enterprises 9 1.4.3 Contents of coordination of practical vocational training among vocational schools and enterprises 1.4.3.1 Coordination of development of practical vocational training. .. profession and skills 1.4.4 Forms of Coordination of practical vocational training among vocational schools and enterprises There are many forms of coordination among vocational schools and enterprises