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1 STATUS OF TRAINING PROGRAM MANAGEMENT OF PART-TIME COURSES OF TUAF: BASIS FOR MANAGEMENT REGULATION POLICIES A RESEARCH PROPOSAL PRESENTED TO THE FACULTY OF THE GRADUATE SCHOOL SOUTHERN LUZON STATE UNIVERSITY, THE PHILIPPINES IN COLLABORATION WITH THAI NGUYEN UNIVERSITY, SOCIALIST REPUBLIC OF VIETNAM IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT By HA VAN CHIEN (Schumacher) April 2014 APPROVAL SHEET 2 In partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management, this research study entitled “Status of Training Program Management of Part-Time Courses of TUAF: Basis for Management Regulation Policies” has been prepared and submitted by Ha Van Chien (Schumacher) and is hereby recommended for oral examination. May, 2014 Dr. Apolonia Espinosa Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. (NAME OF PROFESSOR) (NAME OF PROFESSOR) Member Member (NAME OF PROFESSOR) Chairman Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. ____________ APOLONIA ESPINOSA, Ed.D. Date Dean, Graduate School 3 ACKNOWLEDGMENT Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the researcher. However, at the end of the task, one experiences a wonderful feeling of joy, happiness, relief and fulfillment. The researcher would like to extend his sincerest gratitude and thanks to the following people who were very instrumental in the fulfillment of this research study. DR. CECILIA N. GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus enabling us to pursue the PhD.EdM degree; DR. DANG KIM VUI President of Thai Nguyen University in the Socialist Republic of Vietnam, for his untiring effort and belief that this collaboration is possible thus enabling us to pursue the PhD.EdM degree DR. NGUYEN TUAN ANH, Ph.D., former Director of the International Training Center, Thai Nguyen College of Agriculture and Forestry - Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous pursuit to provide the Vietnamese people an opportunity to grow through education; PROF. Opolonia Espinosa his adviser, for the guidance and endless support for the improvement of this study. PROFESSORS ………… , ………………., and ……………, who composed the Oral Defense Committee, for their suggestions, comments and corrections to improve this study; ITC STAFF, for providing the necessary research materials; HIS FAMILY and FRIENDS, for the love and support in one way or the other; And TO ALL who have contributed to make this study a success. 1 Table of Contents Title Page Page Abstract List of Tables Chapter I: Introduction Introduction 5 Background of the study 7 Objectives of the study 14 Significance of the study 15 Scope and limitation 17 Definition of terms 17 Chapter II. Review of Literatures and Studies Management 20 Training program management 22 Training curricula 28 Infrastructure 35 Classroom climate 39 Teaching activity 45 Learning activity 49 Management regulation policies 54 Research paradigm 63 Chapter III Methodology Locale of the study 65 Research design 65 Population and sampling 66 2 Research Instrumentation 68 Chapter IV. Results and Discussions Status of Part-time training programs of TUAF 71 Training facilities 80 Teaching activity 82 Learning activity 83 Curricula 84 Comparison between three groups 93 Seminar results 97 Chapter V. Summary, findings, conclusions and recommendations 101 References 122 Appendices 131 List of tables Content of tables Page Table 1. Teaching staff of TUAF 13 Table 2. Population of graduated students 67 Table 3. Population of local leasers 68 Table 4. Population of instructors 68 Table 5. Chi square of homogeneity counts 71 Table 6. Frequency of graduated students in provinces 77 Table 7. Frequency of part-time training courses by majors 80 Table 8. Quantity of part-time training courses of TUAF 81 Table 9. Students and Instructor’s opinions about training facilities 86 3 Table 10. Student’s opinions about teaching activities 87 Table 11. Instructor’s opinions about learning activities 88 Table 12. Students, Instructors and Local Leader’s opinion about curricula 90 Table 13. Student’s perceptions about part-time training programs by provinces 92 Table 14. Anova analysis results in student’s perceptions by provinces 93 Table 15. Post hoc Multiple analyses in student’s perceptions by provinces 94 Table 16. Student’s perceptions about part-time training programs by majors 96 Table 17. Anova analysis results in student’s perceptions by majors 97 Table 18. Post hoc Multiple analyses in student’s perceptions by majors 98 Table 19. Instructor’s perceptions about part-time training programs by majors 99 Table 20. Anova analysis results in Instructor’s perceptions by majors 100 Table 21. Post hoc Multiple analyses in Instructor’s perceptions by majors 101 Table 22. Post hoc Multiple analyses in Instructor’s perceptions on learning activities 102 Table 23. Post hoc Multiple analyses in Instructor’s perceptions on curricula 103 Table 24. Local leader’s opinions about part-time training programs 104 Table 25. Anova analysis results in local leader’s perceptions by provinces 105 Table 26. Post hoc Multiple analyses in local leader’s perceptions by provinces 106 Table 27. Comparison on students and instructor’s perceptions about part-time training programs 108 Table 28. Chi square test of Homogeneity in students and instructor’s perceptions 109 Table 29. Comparison of students, instructors and local leader’s perceptions about training curricula 110 Table 30. Chi square test of Homogeneity in students and instructor’s perceptions about training facilities 111 4 Table 31. Chi square test of Homogeneity in students, instructors and local leader’s perceptions about curricula 112 Table 32. Management regulation policies Matrix 115 List of Figures Figure 1. Structure of classroom climate Figure 2. Learning model 3C Figure 3. Model for learning activities of Beethan Figure 4. Research paradigm 40 48 49 61 5 Chapter 1 INTRODUCTION For generations, Vietnam has been recognized as a country with thousands of years of culture and of the people who have a traditional fondness of learning. Those who are knowledgeable and capable have always been praised and extolled through folk songs and allegories, from generation to generation to remind the future generations. Those who achieved high grades were named in the rolls of honor in the Temple of Literature in Hanoi or the temples and communal houses in their motherlands to be worshiped and remembered for ever. Therefore, much importance has always been invested in education, by the leaders of Vietnam. The 11 th National Congress of Vietnamese Communist Party affirmed: "The development of education and training together with the development of science and technology is a top national policy." According to the Department of Planning and Finance, the Ministry of Education and Training: "in the last 12 years (1998 - 2010), the investment in education and training increased from over 13% to 20% of the total national budget. At the current rate of expenditure on education and training, Vietnam is a country with one of the highest rates of investment. Like all other education systems in the world, after a certain time, the Vietnamese education system needs changes and development to meet the needs of socio- economic development of the country. The 11 th National Congress of the Vietnamese Communist Party emphasized: "comprehensively innovate the basic education of Vietnam in the direction of standardization, modernization, socialization, democratization and international integration." However, education and training in Vietnam today retains a large gap between training and application, between supply and demand for human resources, or in other words, effectiveness of training is low. This "disease" has been mentioned for tens of years, since the Government began referring to the policy of social education, but so far it has not been overcome, if not 6 tending to worsen under the pressure of international integration. The said “disease" is a dual result of an education system which not only is heavy on vainglory, formal examination competition and degree preference, as in feudal times but also reflects the retreat of education, separating education from community needs and practical business like a model practiced by the former Autonomous Soviet Socialist Republic. Moreover, this "disease" has caused a serious imbalance in the structure of educated human resources which has long been known as the state of "teacher redundancies and worker shortage”. This refers to a circumstance where many university graduates cannot get jobs while business sectors severely lack workers trained in accordance with their needs, especially in the rural areas, mountainous areas, islands, and difficult areas, where most of the graduates do not want to work. Along with the development of the market economy and international integration, Vietnam’s formal accession to the World Trade Organization (WTO) with commitments to open the higher education market have put direct pressure to force us to change our thinking on education and training. One of the obvious forms of evidence is that we need to understand the concept of the education market in its full meaning. It can be seen that in order to implement our WTO commitments, if we do not urgently and radically change our thinking on education and training and put education in the center of development and integration, the educational crisis of backwardness and human resource shortages is going to continue. Therefore, Vietnam has defined the education innovation policy as a fundamental and comprehensive improvement. First of all, we need to identify training objectives, changing from "offer training on whatever we have” to "offer training on what society needs" to meet the demands of society, specifically, we should pay attention to the demands for development of high quality human resources for the rural, mountainous, island and disadvantaged areas. Part-time education is considered to be the most effective, influential and feasible because this form of training will 7 enable the local staff to take classes while working at the same time to improve their qualifications. Particularly, since 2010, the Government of Viet Nam has promoted the new rural development program, in which the training of qualified human resources is considered the most important. Hence, the focus and investment is on the part-time/in-service model, particularly in the fields that relate to agriculture, forestry and fisheries because more than 70% of the population are living and working in those fields. Background of the study Along with the development of Vietnam, the education system has several achievements. However, there still exist some weaknesses and inadequacies. The quality of education has not met the demands of society or encouraged self-study, creativeness and activeness of learners. The current training programs do not meet the socio-economic development demands in the whole country. The Secretary General of Vietnam, Mr. Nguyen Phu Trong said at the 6 th meeting of the 11 th National Congress of Vietnamese Communist Party, “So far, the education and training of Vietnam has not been prioritized. There even exist lots of inadequacies and weaknesses, especially in educational quality, management activities, mechanism of creating human resources and development motivations. Some of the weaknesses and inadequacies mentioned in the 9 th and 10 th National Congresses of Vietnamese Communist Party include: the focus is on quantity rather than the quality of learners; that the curricula are inappropriate and methodologies are outdated and not practical; that quality assurance is ignored, especially the attitude, ethics and lifestyle of the learners; that the national education system is not synchronous and equal; that the education management at state level is still weak and the educational management mechanism is slowly innovated; that the educational managing staff and teachers have low ethics and capacity; that the role of educational socialization and [...]... however, other times through the free choice of courses This tension has received a large amount of coverage due to Harvard University's reorganization of its core requirements (Pham Minh Hac, 2011) An essential feature of curriculum design, seen in every college catalog and at every other level of schooling, is the identification of prerequisites for each course These prerequisites can be satisfied by taking... general, more advanced courses in any subject require some foundation in basic courses, but some coursework requires study in other departments, as in the sequence of math classes required for a physics major, or the language requirements for students preparing in literature, music, or scientific research A more detailed curriculum design must deal with prerequisites within a course for each topic taken... experience provided by a school It includes the content of courses (the syllabus), the methods employed (strategies), and other aspects, like norms and values, which relate to the way the school is organized Curriculum can refer to the entire program provided by a classroom, school, district, state, or country A classroom is assigned sections of the curriculum as defined by the school - On Traditional... elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to 32 improve national testing scores or help students learn the basics An individual teacher might also refer to his or her individual course of classes, referring to all the subjects that will be taught during a school year Usually, students in high school and colleges have some degree of choice... countries are increasingly emphasizing the need to recognize the full range of an individual’s knowledge, skills and competences – those acquired not only at school, university or other education and training institutions, but also outside the formal system This requires new approaches to validate such learning experiences (i.e identify, document, assess and/or certify), making them usable for further... various elements to describe curriculum as follows: - All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school (John Kerr) - Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling It includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence... achieve a particular grade or standard Curriculum has numerous definitions, which can be slightly confusing In its broadest sense a curriculum may refer to all courses offered at a school This is particularly true of schools at the university level, where the diversity of a curriculum might be an attractive point to a potential student (Wikipedia) Purita P., Lucido, Paz I., Iringan, Tomasa C., and... socio-economic development demands of their province According to the cooperation contracts, provincial People’s Committees choose training majors based on their socio-economic development demands, the provincial training centers provide the training infrastructure and prepare need teaching-learning requirements, while the TUAF develops the training curricula and appoints the teachers In order to provide comfortable... comprehension and increasing perception of control and value The impact of classroom climate on students and teachers can be beneficial or a barrier to learning School Climate or Educational Climate is an important part of the larger focus on school improvement That defines how teachers interact with each other and with administrators (Fraser B., 2002) 17 Curriculum is the planned interaction of pupils... curriculum can be viewed as a field of study It is made up of its foundations (philosophical, historical, psychological, and social foundations); domains of knowledge as well as its research theories and principles - On Progressive viewpoints: 29 The progressivists consider that a listing of school subjects, syllabus, course of study, and list of courses of specific discipline do not make a curriculum . Graduate School 3 ACKNOWLEDGMENT Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking endeavor that only few engaged in because it requires a. areas. Continuing education is required in order to improve human resource in these regions. Those educational problems could not be solved comprehensively. This requires the managers, experts,. Committees choose training majors based on their socio-economic development demands, the provincial training centers provide the training infrastructure and prepare need teaching-learning requirements,