Quản lý đào tạo trình độ sơ cấp đáp ứng nhu cầu của lao động nông thôn tỉnh kiên giang TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING VIET NAM INSTITUTE OF EDUCATIONAL SCIENCES PHAM HOANG MINH LEVEL MANAGEMENT OF TRAINING PRINCIPLE MEET THE DEMAND FOR RURAL LABOR IN THE PROVINCE OF KIEN GIANG SPECIALTY: EDUCATIONAL MANAGEMENT Code: 14 01 14 SUMMARY OF THE EDUCATION SCIENCE DISCUSSION Ha Noi, in 2022 INSTRUCTOR OF SCIENCE Prof Dr PHAN VAN KHA Dr PHAN CHINH THUC Debater 1: Debater 2: Debater 3: The thesis will be defended before the Institute-level Thesis Judging Committee, which will meet at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At …… , … of …… in 2022 The thesis can be found at the following locations: - National Library - Library of Vietnam Institute of Educational Sciences INTRODUCTION Reason for choosing topic "The content of vocational training is built in the direction of integrating knowledge, skills, and influence," stated Resolution 29-NQ/TW of the Communist Party of Vietnam's 11th Central Committee on fundamental and comprehensive reform of education and training professional working style to develop learners' professional competence" [2] On-demand training at TVET institutions is currently yielding promising results However, primary level training has not met the diverse needs of learners and employers, is in conflict with the law of supply and demand, and results in low training effectiveness, which has yet to be implemented in production and business practice Kien Giang province has previously focused on directing investment in facilities and equipment, developing teachers, developing programs, curricula, and vocational training materials for rural workers, with positive results However, the structure and quality of human resources trained at the primary level have not met the needs and satisfaction of employers, as evidenced by the percentage of rural workers who have jobs after graduation The employment rate is low One of the reasons for the aforementioned situation is that management and training of primary school teachers in rural areas is still limited and in disarray For the reasons stated above, the author has chosen the thesis "Primary level training management to meet the needs of rural workers in Kien Giang province" as the research topic for his doctoral dissertation Research purposes The thesis proposes a number of solutions for primary level training management to meet the needs of rural workers in Kien Giang province based on theoretical research and an assessment of the current situation Objects and subjects of study Primary level training to meet the needs of rural workers is the focus of this study Primary level training management to meet the needs of rural laborers is the research object Scientific theory Over time, primary level training for rural laborers has gradually shifted from a supply to a demand orientation However, training quality remains low, and the training scale remains small, failing to meet the needs of production and business development The main reason for this is that primary level training management has not yet followed labor market rules and societal needs Meeting the vocational training requirements can be met by proposing and implementing innovative solutions for training management at the primary level that are practical and feasible Research content - Researching the theoretical basis of training management at primary level to meet the needs of rural laborers - Assessing the current status of training and managing primary level training to meet the needs of rural laborers in Kien Giang province - Proposing solutions to manage elementary level training to meet the needs of rural laborers in Kien Giang province Scopes of the research - The thesis focuses on research on training management at primary level, in which the main role is the state management agencies at all levels regarding labor and TVET institutes, the coordination of management agencies at all levels management and political, social and professional organizations in Kien Giang province - The study of the current status of training management at the elementary level to meet the vocational training needs of rural laborers was conducted at TVET institutions in the province, government officials and mass organizations at all levels, TVET managers and local vocational workers Vocational education Ethnic boarding in Kien Giang province tested Methodology and research methods 7.1 Approach - Overall approach; system access; access to history; approach CIPO model; access to demand; target approach; access to interdisciplinary sciences 7.2 Research methodology 7.2.1 Theoretical research methods: Researching documents, which analyze, synthesize and systematize theoretical issues; clarify the core concepts, on the management of elementary level training to meet the vocational training needs of rural laborers according to the CIPO model 7.2.2 Research Method: Carry out survey by questionnaire; summarizing experience; discuss directly with experts, managers and scientists to assess the current status of training and manage primary level training to meet the vocational training needs of rural laborers in Kien Giang province 7.2.3 Auxiliary methods Test methods, Statistical methods… Defensive thesis - Identifying training needs is the starting point of vocational training in the market mechanism Primary level training for rural laborers must shift from the supply direction to the demand direction to be effective - Training for rural workers must change from accessing content to approaching goals, taking output standards as the goal, in order to provide knowledge and skills for rural laborers that can be applied to production and business development - Training at the elementary level to meet the needs of rural laborers is effective when researching and applying the CIPO model to innovate training management - Implementing co-management between the government and the participants is an effective management measure for primary level training activities to meet the needs of rural laborers Dissertation's contribution - In theory: On the basis of an overview of research on training and vocational training management for rural laborers, the thesis has identified a theoretical framework for primary level training management to meet the vocational training needs of rural laborers according to CIPO approach - Real significance: + Surveyed and learned the current status of training and training management has not yet met the needs of rural laborers and needs to be renewed + Proposing some solutions to manage primary level training for rural laborers 10 Thesis Organisation In addition to the prologue there are chapters: Chapter 1: Theoretical basis of management training at primary level to meet the needs of rural workers Chapter 2: Current status of training and management of elementary level training to meet the needs of rural workers in Kien Giang province Chapter 3: Solutions for primary level training management to meet the needs of rural workers in Kien Giang province Chapter THEORETICAL BASIS ON PRIORITY TRAINING MANAGEMENT TO MEET THE TRAINING DEMAND OF THE RURAL WORKERS 1.1 Study overview problem 1.1.1 Research works on human resource training to meet social needs and needs of rural workers 1.1.1.1 These research on training to meet social needs Theories and research results on vocational training based on the idea of production and business of rural communities and households are demonstrated through the following research: Community-Based vocational training, by Jill Wheeler, IEP Resources, Attainment Company, 2005 Research results have clarified core concepts such as; what is community-based vocational training, practice of implementing community-based vocational training in some developing countries, content and process of communitybased vocational training; specified documents and specific instructions on how to use it, as well as templates describing in detail the system and implementation steps of a community-based TVET organization Research Community Based Training for Enterprise Development (CBTED) provides vocational training based on community needs for business development applied by the ILO to implement a number of projects in developing countries such as the Philippines, Bangladesh, Nepal The content of CBTED is based on consensus among participants CBTED's methodology is a tool that provides guidance on the duties of each agent; TVET institutes, authorities, mass organizations, enterprises participate in vocational training More effectively, is a means of quality management and training effectiveness 1.1.1.2 These Research on vocational training for rural laborers The document "Business awareness and starting a production-business establishment for rural laborers" compiled by the Vocational Education Association and VCCI is considered as a subject integrated into vocational training courses for rural laborers associated with supporting the development of production- KD after training Nguyen Minh Duong and colleagues [18] researched on module-based vocational training and proposed a complete methodology for compiling short-term vocational training documents according to the module of practical skills Phan Van Kha [34] pointed out the necessity and benefits of the relationship between training and the use of human resources in the market mechanism, influencing factors and some principles in establishing the training-user relationship use human resources 1.1.2 Research works on vocational training management and primary level training management for rural workers These researches on vocational training management The co-management theory of Pomeroy et al 2001 states that; The success conditions of comanagement in vocational training for rural laborers depend on levels: (i) Management level, (ii) Community level, (iii) Household and individual level In the thesis, the author applies the results of domestic and international research on training management in accordance with the reality of vocational training for rural laborers of TVET institutions Research projects for rural laborers of national and international TVET institutes Researching on the management of vocational training for rural workers, Mac Van Tien in the document Vocational training for agriculture and rural areas has classified the management models of vocational training as follows: - A parody of mining management models; - Models; - The model is a parody of the management model; - The model is a parody of the models 1.2 Training at the elementary level to meet the needs of rural laborers 1.2.1 The concept of labor force Rural workers are people who are part of the labor force and operate in the economic system in rural areas 1.2.2 Characteristics of Vietnamese rural laborers - The rural labor force is seasonal, has a stressful period, and has an idle period This affects demand from time to time; productive life and income of agricultural workers - Due to the nature of work in agricultural production, the psychology or habit of working in a discontinuous and uncreative manner of rural labor is formed 1.2.3 Vocational training needs of laborers The need for vocational training for rural workers: arises when, rural laborers or an organization lack the skills, knowledge and attitudes to perform jobs in production and business development and they will be met through training create 1.2.4 Vocational training at primary level 1.2.4.1 Vietnam's national education system The national education system includes: Pre-school education, general education, vocational education, and higher education 1.2.4.2 National Qualification Framework The national qualification framework includes: Beginner (Elementary 1, 2, 3) intermediate, college, university, master, and doctorate In which, vocational education includes levels: Beginner, Intermediate, College 1.2.4.3 Vocational education institution Vocational education institutions at level intermediate schools, center for vocational education 1.2.4.4 Timetables and diplomas in vocational education 1.2.4.5 Training for beginners Knowledge, skills, and the capacity for autonomy and self-responsibility are among the entry-level output standards 1.3 Elementary-level training administration 1.3.1 Management Management is the subject of management's directional and purposeful influence on the object of management via management methods and tools in order to achieve the set objectives 1.3.2 Co-management Co-management is a global concept that refers to the collaboration of resource users, authorities, stakeholders, and agencies outside the management area through consultation and negotiation, as well as agreement on the role, share responsibility, and authority 1.3.3 Procedure for training Training management is the impact of the management subject on the management object via the manager's functions, the work contents that must be managed using appropriate management tools, and so on 1.3.4 Primary level training for rural workers management Management science is typified by training management: Follow the management functions (planning - organizing - leading - checking), operating in accordance with management principles, methods, and models appropriate reason 1.3.5 Several training models There are numerous training models with various approaches Three models are mentioned in the thesis: Process-based training; cyclical training and training according to the CIPO model, with the CIPO approach chosen to build a theoretical foundation 1.4 Managing primary level training to meet the needs of the province's rural workers 1.4.1 Management decentralization and the role of state management agencies and related units in the province in basic training for rural laborers The forces at work in the administration of primary-level training for rural laborers are as follows: The central agency in charge of state TVET management; provincial, district, and commune authorities; political and social organizations; and TVET institutions 1.4.2 Management of TVET institutes in primary level training to meet rural laborers' vocational training needs 1.4.2.1 Input management to meet rural laborers' vocational training needs Organizing the identification of laborer training needs, managing enrollment to meet vocational training needs, managing training program development, Management of teaching staff development, management of administrative facilities, and management of teaching equipment 1.4.2.2 Management of teaching and learning activities - Select appropriate teaching methods for learners: - Manage the preparation for teaching activities - Manage the implementation of the teacher's lectures - Manage student activities - Manage assessment of learning results and grant certificates and certificates to students: 1.4.2.3 Output management to meet the needs of graduates of NTDs - Consulting and introducing jobs and developing production and business; - Organization of production and business development consulting organizations; - Oversee the tracking of HV employment, production, and business development after graduation 1.4.3 The impact of job suspension on HV production and business development after graduation 1.4.3.1 Objective considerations Among the objective factors are: State policies; progress in science and technology; economic restructuring; international integration; laborer learning and practice requirements 1.4.3.2 Subjective factors Subjective factors include the capacity of the TVET institution's management staff, the qualifications, experience, and teaching methods of the teachers, the students' learning and training spirit, and the internal regulations of the vocational education and training institutions TVET establishments, the ability to link TVET institutions with production-business establishments and other related parties Conclusion Chapter 1: - The author mentioned the following contents in chapter 1: - An overview of domestic and international research on human resource training to meet societal needs, the needs of primary-level training, elementarylevel human resource training management - Systematize concepts such as rural labor, rural labor characteristics and vocational training needs, management and training management at the elementary level ; - Introduce some training models: Process-based training model, Cyclic training model, and CIPO-based training model; - The thesis applies the CIPO model to build a theoretical framework for training management based on an analysis and synthesis of theories on training and training management based on needs to meet the vocational training needs of rural laborers - Analyze and determine the responsibilities of the parties involved in the co-management of elementarylevel training for rural laborers CHAPTER PRACTICAL BASE ON TRAINING MANAGEMENT MEET THE TRAINING DEMAND OF RURAL WORKERS IN KIEN GIANG PROVINCE 2.1 Overview of Kien Giang province's socioeconomic situation and vocational education 2.1.1 Kien Giang province's socioeconomic situation 2.1.1.1 In terms of economic development, the average economic growth rate from 2015 to 2018 was 11.8 percent, with GDP per capita in 2018 standing at $2,030 USD 2.1.1.2 Labor - employment: The population in 2018 was 1,736,264 people, with 1,007,212 working people 2.1.2 Kien Giang Province's Vocational Education 2.1.2.1 Kien Giang TVET Institute Network There are 28 TVET institutions with primary level training functions as of 2019 2.1.2.2 Outcomes of vocational training for rural workers in Kien Giang province under the 1956 /QDTTg project a Establishing a Steering Committee to oversee the Project's implementation b Create implementation mechanisms, policies, and guiding documents c Outcomes: Over a five-year period (2010-2015), vocational training for rural laborers trained 71,054 people (in the agricultural sector 41,936 people, accounting for 51 percent; in the non-agricultural sector 29,118 people, accounting for 49 percent) 2.2 Survey Structure 2.2.1 Survey location According to the survey results, 49.75 percent of students want to find a job after vocational training; 23.1 percent want to be supported for production and business innovation; 31.5 percent want to borrow capital to expand production and business; 16.1 percent want to borrow money to apply what they've learned to develop new production and business industries; and 16.1 percent want to support the product consumption market 2.4 Kien Giang's primary vocational training status for rural laborers 2.4.1 Admission to elementary level training From 2010 to 2015: 229,562 people trained There are 33,543 people in primary school and 188,499 people in vocational training for less than three months; by the end of 2015, the rate of workers completing vocational training will be 43 percent 2.4.2 Skilled occupations 29 traditional occupations were trained, and new ones were added 2.5 The current state of training management at the primary vocational level for rural laborers 2.5.1 Current state of management and administration of the steering committee and management levels for rural vocational training Developing vocational training plans for rural laborers, establishing steering committees at all levels, implementing training plans, disseminating vocational training counseling, and building and replicating models have all been completed 2.5.2 Development of vocational training plans for rural laborers According to the survey findings, 98 percent of government levels from the province to the district have established a steering committee for the 1956 project; 91 percent of communes have developed a rural labor training project in conjunction with a project to build new rural areas; and 96 percent of communes have established a unit to direct the implementation of the rural labor training plan 2.5.3 Management and implementation of rural laborer vocational training plans 2.5.3.1 Current state of recruitment management for rural laborer vocational training Table 2.4: Evaluation of enrollment management in relation to the needs of foreign workers 10 Kém Tiêu chí đánh giá SL % Mức độ thực TB Khá S L % SL % Tốt SL % Điể m tru ng bìn h 1.74 ± 0.8 Quản lý tuyển 44 25 37 sinh theo nhu 267 53 8.8 28 4.6 7 cầu việc làm Quản lý tuyển 24 25 41 12 20 13 2.22 sinh theo tiêu 150 79 8 ±0.7 giao Quản lý tuyển 2.16 sinh theo nhu 27 24 41 12 20 11 165 70 ± cầu phát triển 2 0.8 SX-KD Quản lý tuyển 3.18 15 21 35 26 43 sinh theo nghề 31 5.1 93 ± đào tạo 0.6 Quản lý tuyển 3.23 14 21 36 27 45 sinh theo hình 25 4.1 86 ± 5 thức học nghề 0.6 Quản lý tuyển 3.07 11 19 20 33 24 40 sinh theo đối 43 7.1 ± 2 5 tượng ưu tiên 0.6 The survey results show a significant difference in the average scores for each survey criterion The average score ranges from 1.74 to 3.23, indicating poor to good performance However, none of the criteria have been judged to be performed well With an average score of 3.073.23, TVET institutions performed quite well in the criteria of enrollment management by training occupation, enrollment management according to assigned quotas, and enrollment management in the form of vocational training 2.5.3.2 Actual situation of training quality assurance management conditions a) Primary training program development and management b) Gain experience managing a team of rural laborer training teachers c) The current state of management of public facilities, as well as the means of teaching and training at the elementary level d) For elementary level training, practice financial management e) The current state of organizing basic training for foreign workers 2.5.3.3 Current state of management of teaching and learning activities in primary level training for foreign workers Table 2.12: A practical page for managing teachers' teaching activities Mức độ thực 11 Tiêu chí đánh giá Kém SL % TB SL Khá % SL Tốt % SL % Điể m tru ng bìn h Quản lý việc thiết kế 2.14 15 26 26 44 19 10 tài liệu sư 115 64 ± 8 phạm/học 0.6 liệu Quản lý 2.17 15 25 26 43 19 11 giáo án dạy 120 70 ± 0 học GV 0.6 3.Quản lý 2.12 việc thực 16 26 26 44 18 10 113 61 ± BGTH 0.7 GV Quản lý việc kiểm tra, 3.12 14 38 24 40 đánh giá kết 42 6.9 88 230 ± 5 học tập 0.7 HV According to the survey results, the majority of the criteria are evaluated at the average performance level, with an average score of 2.12 2.17 The survey and assessment results of students and trainees on managing student learning activities (table 2.13) show that all criteria are assessed at average performance with an average score of 2.19- >2.31 According to the results of the survey of teachers and staff on output management to meet the needs of students after graduation (table 2.14), the evaluation levels of students and teachers for the criteria are at an average level with average scores average 1.672 2.3 In the meantime, former students (table 2.16) 2.5.3.4 Current management situation and evaluation of output results, as well as the effectiveness of laborers' elementary level learning According to the results of the survey of teachers and staff on output management to meet the needs of students after graduation (table 2.14), the evaluation levels of students and teachers for the criteria are at an average level with average scores 1.67 2.3 on average Former students (table 2.16) believe the assessment is weaker, with an average score of 1.63 1.74 In terms of student employment after graduation (Table 2.17), only 34% of graduating students found a job and got a job in the right occupation within months, while 48% of graduates found a job within months After months, the job was not in the right field, and 18% of graduating students were unable to find work According to the evaluation of former students on the level of response to employment (table 2.17), the percentage of graduates who can get a job right away accounted for 28 percent, the percentage of graduates who were assigned a tutor by the production and business establishments The top accounted for 12 39%; the percentage of graduates working in manufacturing and business establishments who require additional training is 15%, and the percentage who must be retrained is 13% As a result, up to 72 percent of graduates must be further fostered, retrained, and retrained by manufacturing and business establishments in order to meet job requirements 2.5.4 Monitoring and evaluation of the process In five years (2015-2018), the Provincial People's Committee established: 24 inspection and supervision teams from the province, district to commune level, including the delegation of the People's Council and the delegation of the Provincial National Assembly; 48 delegations of steering committees, district people's councils, and district departments; and 280 commune level committee delegations Every year, delegations from districts, towns, and cities travel to the hamlet/commune to establish a class for rural youth inspection and supervision training 2.5.5 The status of the context's impact on training management in order to meet the vocational training needs of rural laborers Table 2.19: Shows the effect of context on the management of primary vocational training Mức độ tác động Tiêu chí đánh giá Yếu S L % Vừa S L % Mạnh SL % Rất mạnh SL % Điểm trung bình Bối cảnh 13 52 34 3.20 trị, kinh tế- 0 317 206 ± 0.5 xã hội Chủ trương, sách pháp 11 46 41 3.30 0 280 253 luật nhà ± 0.5 nước Tiến khoa 49 39 3.28 1.0 9.9 300 239 học công nghệ ± 0.5 Sự chuyển 13 50 33 3.17 dịch cấu kinh 10 1.7 308 205 9 ± 0.5 tế nông thôn Hợp tác với 10 45 43 3.31 sở SX- 0.7 277 260 ± 0.5 KD Table 2.19 shows that the context factors are rated as having a strong or very strong impact, with 03 criteria rated as having a very strong level of impact, with an average score of 3.28, including guidelines and policies state law (=3.17); progress in science and technology (=3.28); and collaboration with manufacturing and business establishments (=3.31) Because Kien Giang is in the process of transitioning to market-based training, it is critical to issue new policies to support rural laborer training Furthermore, factors such as climate change, science and technology, and collaboration between TVET institutes and production and business establishments will improve quality and benefit both parties 2.6 A general evaluation of the current state of primary level training management for rural laborers 13 2.6.1 Achievements The Central Government's attention has gradually improved the drastic direction of the branches, socio-political organizations of Kien Giang, the awarenes of the people's cadres, and the results of primary training for rural laborers 2.6.2 Some constraints and difficulties 2.6.2.1 Limitations and difficulties in state management of rural laborer training - The Provincial Steering Committee's advice to the Provincial Party Committee, the Provincial People's Council, and the Provincial People's Committee is out of date - Funds for the annual allocation scheme implementation are slow, and the amount of capital allocated to some localities is not balanced - In terms of propaganda, the number of publications and propaganda materials is limited, the frequency is low, and the content is limited - There is no mechanism in place to connect training to production development, particularly commodity agricultural production Failure to engage businesses, agriculture, and forestry extension centers in training activities - According to the provisions of the Project 1956, the policy only supports one laborer learning one profession, so it does not meet the needs of the people - Some districts and communes have not done well in terms of surveying, disseminating, monitoring, and evaluating rural laborer vocational training activities 2.6.2.2 Limitations and difficulties in the management of TVET institutions - In terms of personnel, officers in charge of training must perform multiple tasks; decentralization of management and coordination mechanisms between steering committees are still lacking in detail; management agencies at all levels are still lacking in detail; and managers' management capacity is limited Processing - In terms of management, most TVET institutions train according to their capacity, but not in a way that is closely linked to the needs of production and business; training program development activities use traditional methods, and management of conditions to ensure training quality is ineffective; there has not been an effective link between TVET institutions and production and business establishments; organizing consulting and job placement activities, and supporting entrepreneurship 2.6.2.3 The causes of the limitations: - Inadequate and insufficient awareness of the salary forces participating in vocational training for rural laborers; - No specialized department to manage vocational training for rural laborers; 14 - Management of elementary level training to meet the limited needs of manual laborers 2.7 International experience in vocational training and management based on rural workers' needs 2.7.1 Knowledge of Korea 2.7.2 Russian Federation Experience 2.7.3 Chuvasia Republic of the Russian Federation's Experience 2.7.4 Russian management and vocational training lessons - Developing and implementing a system of synchronous mechanisms and policies, as well as effective investment; - Linking training activities with other programs, as well as production and business establishments, to mobilize resources to ensure synchronous and sustainable development; - Using diverse and flexible training forms and programs appropriate to the conditions and characteristics of each subject of rural labor, with a focus on training highly skilled rural laborers to meet the recurrent demand for rural laborers industry of high technology; - Integrate information technology and digital technology into the management, training, communication, and consulting processes, as well as employment - Methodically and professionally training and fostering a team of training managers for rural laborers; Conclusion Chapter The author mentioned the following contents in Chapter II: - An overview of the socioeconomic situation and TVET in Kien Giang province; Survey to assess the current situation and sketch an overall picture of primary level training management to meet the needs of rural laborers at 13 TVET institutions and production and business institutions in six districts of Kien Giang province; - Evaluating the current situation of primary training management for rural laborers in terms of management and administration of the Vocational Training Steering Committee for rural laborers at all levels in the province; Organizing and planning; Admission management; Quality assurance conditions management (programs, teachers, CSVC, finance, etc.); Form and organization of the teaching and learning process for rural laborers, as well as evaluation and employment for trainees following the training course; - Analyze and make general comments on the achieved results, existence, and causes in the management of primary level training to meet the needs of Kien Giang's rural laborers - The author proposes some effective management solutions based on studies on the theoretical basis (Chapter I) and an assessment of the current status of primary level training management to meet the needs of rural laborers in Kien Giang province the next time 15 CHAPTER 3: MANAGEMENT TRAINING SOLUTIONS PRIORITY LEARNING MEET THE RURAL LABOR TRAINING DEMAND IN KIEN GIANG PROVINCE 3.1 Aiming to develop vocational training for rural workers in Kien Giang province between 2021 and 2025, and up to 2030 3.1.1 Orientation foundation 3.1.2 Overarching goals 3.1.3 Specific objectives - Vocational training for rural laborers from 2021 to 2025 - Vocational training for rural laborers until 2030 3.2 Solution Proposal Principles - Proposed principles 3.3 Management solutions for elementary level training to meet rural workers' vocational training needs Solution group 1: Responsibilities of provincial state management agencies at all levels 3.3.1 Proposing and implementing a number of new policies in rural vocational training 3.3.1.1 Solution's Goal Proposing and implementing a number of new policies to improve the quality and effectiveness of primary-level training for rural laborers 3.3.1.2 Solution content Policy on public participation is at the heart of policy and development Creating village development policies that are integrated with hunger eradication and poverty reduction policies 3.3.1.3 How to implement the solution - Propose a list of policies that must be developed and promulgated; - Organize exchange, discussion, and finalization; and - Submit to competent authorities for signing and promulgation for practical implementation 3.3.1.4 Conditions for implementing the solution A team of professional policy writers, working in tandem with monitoring and evaluation to make timely adjustments and supplements 16 3.3.2 Completing management decentralization by clearly defining the responsibilities of the Steering Committee, management levels, political, social, business, and community organizations in management and rural laborer training, as well as a coordination mechanism 3.3.2.1 The solution's goal Proposing a plan to perfect the decentralization of primary-level vocational training management for rural workers at all levels of Kien Giang Province's political system 3.3.2.2 Solution content Reasonable decentralization in accordance with agencies', organizations', and individuals' roles and responsibilities in the management and coordination of training activities 3.3.2.3 How to Perform Consolidate and detail the functions, tasks, and responsibilities of the parties involved in the management of rural laborer vocational training 3.3.2.4 Performance Conditions - Raise awareness among Steering Committee members; - Develop and issue working regulations; - Units have synchronous and effective coordination Group 2: Management of the province's vocational education institutions 3.3.3 Adapting enrollment to the needs of rural workers 3.3.3.1 Solution's Goal Proposing a plan to renew enrollment based on job needs in order to create favorable conditions for students to have many job opportunities after graduation 3.3.3.2 Content of the solution - Content of production - business solutions; rural laborer job demand - Oversee recruitment activities in order to meet the demands of rural laborers 3.3.3.3 How to Put the Solution into action - TVET institutions and the community gather information on the needs of primary-level human resources as well as information on the local labor market 3.3.3.4 Performance requirements - TVET institution leaders are fully aware of enrollment - This activity is handled by a specialized division 17 3.3.4 Create training programs to meet the needs of rural workers 3.3.4.1 Solution's goal Ensure that the elementary level training program has training objectives to meet labor market employment requirements, production, and business development 3.3.4.2 Content of the solution - Analyze tasks and jobs; Determine training program objectives; Choose content and structure of ecurriculum 3.3.4.3 Methods for putting the solution into action - Step 1: Form a subcommittee to develop training programs and assess the vocational training needs of LDNTs - Step 2: Conduct a job analysis to determine the training program's objectives - Step 3: Arrange the output competency analysis to determine the content and structure of the training program - Step 4: Hold a workshop to solicit expert feedback and finalize the draft curriculum - Step 5: Approve and issue e-CT 3.3.4.4 Implementation conditions - TVET institution leaders understand the significance of training program development - Closely collaborate with the production and business departments to analyze the work, determine the goals, output standards, select the content, and structure the training program 3.3.5 Manage teachers' teaching activities to meet the needs of rural workers 3.3.5.1 Solution's goal Manage teachers' teaching activities to meet vocational training needs in order to ensure integrated teaching requirements for each job position 3.3.5.2 The Solution's Content - Oversee the compilation of lectures that combine theory and practice - Oversee the compilation of integrated lecture lesson plans - Oversee the development of teaching aids and equipment, as well as learning materials for integrated lectures - Oversee the planning and implementation of the integrated teaching and learning process 18 - Oversee the evaluation of integrated lecture learning outcomes 3.3.5.3 How to Put the Solution in Place - Oversee the creation of integrated lectures and lesson plans - Oversee the creation of teaching aids and equipment, as well as learning materials for integrated lectures - Oversee the planning and execution of the integrated teaching and learning process 3.3.5.4 Prerequisites for solution implementation - Teachers in VET institutions are capable of teaching and integrating theory and practice - Vocational education institutions have sufficient facilities, technological means, and teaching equipment to organize teaching and learning practical lectures 3.3.6 Establishment of a graduate job consulting, production, and business development team 3.3.6.1 Purpose of the solution - Provide students with information about employment and the labor market in order to increase their chances of finding work and self-employment after graduation or while studying; - Improve the reputation and brand of TVET institutions in training fields 3.3.6.2 The Solution's Content - Formation of an Advisory Group for Employment and Business Development for HV - Establishing the roles and responsibilities of the Employment and Production-Business Advisory Group - Implement the task of organizing job counseling, production, and business development for TVET graduates 3.3.6.3 How to Put the Solution in Place Step 1: Create a draft Regulation outlining the functions and responsibilities of the Employment and Business Development Advisory Group Step 2: Form the Advisory Group for Employment and Business Development Step 3: Arrange for professional training in job counseling, production, and business development for Group members Step 4: Advisory Group Operations 3.3.6.4 Conditions for solution implementation - The Board of Directors of TVET institutions oversees and directs operations 19 - Vocational education institutions collaborate closely with labor institutions in consulting and introducing jobs, as well as developing production and business for graduates - Choose qualified members to carry out the Team's work - Set aside funds for the Team's operations 3.3.7 Solution-Solution Relationship 3.4 Evaluating the necessity and feasibility of solutions - In terms of urgency: According to the survey results in Table 3.2, the proposed solutions are mostly rated as urgent or very urgent, with solution being rated as extremely urgent 92.5 percent; followed by solutions and and with 90 percent very urgent evaluation results; the rest are solutions and with 87.5 and 85 percent very urgent evaluation rates, respectively This result demonstrates the critical importance of the proposed solutions in improving the quality and effectiveness of training, connecting training with employers, and developing rural laborers' production and business - In terms of feasibility: the survey results in Table 3.3 show that the majority of respondents believe the proposed solutions are feasible or very feasible 77.5 percent or more of the evaluations are at the very feasible level; solution and solution are rated at the highest possible level, accounting for 88.75 percent The proposed solutions have been evaluated at a very high level of feasibility and feasibility, demonstrating that they are valuable in practice and should be implemented and applied 3.5 Examine the proposed solution 3.5.1 Anointing Theme Applying the proposed solution strictly to rural labor for production and business, for "solutions" in the two communes that meet the new rural criteria Selected a testing method and developed a set of indicators to assess the results 3.5.2 Test outcomes 3.5.2.1 Student and community benefits and effects - After months of vocational training, the number of trainees establishing cooperative groups, business shops, services, and enterprises reached 28.4 percent: 12 percent for agricultural occupations and 16.4 percent for non-agricultural occupations - The number of post-vocational trainees recruited by enterprises reached 34.5 percent; 0.75 percent for the agricultural occupation group, and 26.4 percent for the non-agricultural occupation group - After one year of vocational training, the number of households with someone participating in vocational training to escape poverty reached 86.7 percent - After one year of vocational training, 76.5 percent of households have a trainee who becomes a better-off household 20 3.5.2.2 Use what you've learned in practice to put your knowledge and skills to use Chart 3.1: Depicts the rate at which knowledge and skills are applied in production and business practice - The ability to apply knowledge and skills in practice reflects the effectiveness of the vocational training course: 75.6 percent of students after vocational training have applied knowledge and skills in practice in the agricultural occupation group, and percent in the non-agricultural occupation group According to the data presented above, the effectiveness of non-agricultural group vocational training courses is still limited 3.5.2.3 The level of practice in accordance with the training objectives Chart 3.2 shows the level of practice in relation to the training objectives 3.5.2.4 The advantages of rural labor training for farmers, families, and communities - Farmer Advantages People are entitled to benefits from policies and regimes in vocational training, the application of technological advances in the production and business process, improving production efficiency, creating more new jobs to use off-season time, there are many opportunities to develop new creative ideas, people enjoy competitive products and services, and changing jobs to suit the specific circumstances of each household - Benefits provided to households as a result of vocational training, 21 Chart 3.3: Household Benefits Following Vocational Training - Community benefits include a shift in labor structure from agriculture to non-agriculture Contributing to an increase in labor force participation through vocational training, promoting the use of technological advancements to improve production and business efficiency, Creating more jobs outside of agricultural production hours, reducing social evils and contributing to the preservation of social security, developing high-quality specialized farming areas Conclusion Chapter The author investigates and proposes solutions for primary level training management to meet the needs of young people based on theory, assessment of the current situation, and orientation of TVET development and vocational training development for rural laborers in the province Kien Giang province's rural labor force the following principles guide the development of solutions: inheritance, feasibility, practicability, and efficiency The solutions are proposed at two levels, with two groups of solutions: management of provincial state management agencies at all levels (2 solutions) and management of provincial TVET institutes (4 prizes) France) The solutions have an organic relationship, interact with each other to improve quality and efficiency, and are related to employment needs and production development - rural laborers' businesses, social security The author did the following: - Assess the necessity and feasibility of the solutions and obtain feedback from respondents - Trying out the solution "Establishment of a job consulting group and production and business development for graduates." Experiment results show that when TVET institutions implement this solution, the results of primary-level training for rural laborers will be closely evaluated, contributing to the connection between training, employment, and employment, while also having a practical effect on the participants (farmers, households and communities) RECOMMENDATIONS AND CONCLUSIONS Conclusion - Theoretical foundation: Reforming training management is an urgent requirement for transitioning from traditional content-based training to training on demand Apprentice-specific vocational training should adhere to the philosophy and principles of on-demand training 22 There are numerous training quality management models, but the CIPO model is best suited for basic training management to meet the needs of vocational training With this model, it is necessary to manage the inputs, the teaching process, and the outputs in the context of the market economy and the structural transformation of the agricultural and rural economies - In practice: Analyze and evaluate the current state of training and training management at the basic level VET institutions have closely followed their tasks from input to the teaching-learning process and output, and have adjusted based on the impact of the context, particularly in relation to industries/occupations that society requires, and improved conditions Assurance of quality However, there are many limitations in the training and management of elementary level training for rural laborers that must be addressed in the near future Suggestions 2.1 For the Provincial Steering Committee - Strengthening information, dissemination, propaganda, and education on the Party's laws, school owners, and the State's policies and laws on TVET; innovating and strengthening communication; vocational education and student stream orientation in general education - Put in place a mechanism to connect TVET institutions with manufacturing and business establishments in order to link training with practical application, thereby contributing to the restructuring of agricultural labor in accordance with the province's orientation - Focusing on training and development in order to improve the quality of teachers and administrators in order to meet training standards, professional standards, pedagogical competence standards, vocational skills standards, foreign standards language and informatics 2.2 For the Labor Department - Invalids and Social Affairs - Strengthen inspection and supervision of the implementation of rural laborer vocational training mechanisms and policies in order to advise the Provincial People's Committee and issue rural adjustment policies - Establish a mechanism to promote the role of employment service centers in collaboration with TVET institutes, occupational health facilities, and learners 2.2 Department of Labour, War invalids and Social Affairs - Strengthen inspection and supervision of the implementation of rural laborer vocational training mechanisms and policies in order to advise the Provincial People's Committee and issue rural adjustment policies - Establish a mechanism to promote the role of employment service centers in collaboration with TVET institutes, occupational health facilities, and learners 2.3 For TVET institutes that offer basic training 23 - Foster collaborative relationships with labor institutions in order to provide learners with training and job opportunities Survey and assess job needs on a regular basis, then follow up with a plan to organize training to minimize the training of students out of no jobs - Update and renovate the primary curriculum curriculum on a regular basis in accordance with the requirements of employment positions in the agricultural and non-agricultural sectors, so that training is as close to reality as possible - Emphasis on teacher training and development, as well as innovative teaching methods appropriate for rural laborers 2.4 Concerning Employers - Develop close working relationships with VET management agencies at all levels, as well as TVET institutions, in order to train and recruit workers - Create the best possible conditions for TVET students and teachers to participate in practice, professional practice, skill training, and experience at production and business establishments both inside and outside the province STUDENT SCIENTIFIC WORKS RELATED TO THE THESIS Pham Hoang Minh (2016), Vocational training, production, and business creation for Khmer in Kien Giang province, Science and Education Journal, No.130, July 2016 Pham Hoang Minh (2016), Orientation on some methods for improving employees' skills, Journal of Education and Society, No 65, August 2016 Pham Hoang Minh (2018), Improving labor quality and contributing to Kien Giang province's competitiveness index, Journal of Educational Science, May 5, 2018 Pham Hoang Minh, (2018) Propaganda and orientation for rural workers to participate in vocational training in order to improve human resource quality in Kien Giang province, No 441 (November 2018), Education and Social Journal 24 ... 79 8 ±0.7 giao Quản lý tuyển 2.16 sinh theo nhu 27 24 41 12 20 11 165 70 ± cầu phát triển 2 0.8 SX-KD Quản lý tuyển 3.18 15 21 35 26 43 sinh theo nghề 31 5.1 93 ± đào tạo 0.6 Quản lý tuyển 3.23... Tiêu chí đánh giá SL % Mức độ thực TB Khá S L % SL % Tốt SL % Điể m tru ng bìn h 1.74 ± 0.8 Quản lý tuyển 44 25 37 sinh theo nhu 267 53 8.8 28 4.6 7 cầu việc làm Quản lý tuyển 24 25 41 12 20 13... activities Mức độ thực 11 Tiêu chí đánh giá Kém SL % TB SL Khá % SL Tốt % SL % Điể m tru ng bìn h Quản lý việc thiết kế 2.14 15 26 26 44 19 10 tài liệu sư 115 64 ± 8 phạm/học 0.6 liệu Quản lý 2.17 15