Chapter 1 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 LUZ[.]
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 Tai ngay!!! Ban co the xoa dong chu nay!!! 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 Date APOLONIA ESPINOSA, Ed.D Dean, Graduate School 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 Table of Contents Title Page Page Abstract List of Tables Chapter I: Introduction Introduction Background of the study 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 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 101 recommendations References 122 Appendices 131 List of tables Content of tables Page Table Teaching staff of TUAF 13 Table Population of graduated students 67 Table Population of local leasers 68 Table Population of instructors 68 Table Chi square of homogeneity counts 71 Table Frequency of graduated students in provinces 77 Table Frequency of part-time training courses by majors 80 Table Quantity of part-time training courses of TUAF 81 Table Students and Instructor’s opinions about training facilities 86 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 102 activities 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 108 training programs Table 28 Chi square test of Homogeneity in students and instructor’s 109 perceptions Table 29 Comparison of students, instructors and local leader’s perceptions 110 about training curricula Table 30 Chi square test of Homogeneity in students and instructor’s perceptions about training facilities 111 Table 31 Chi square test of Homogeneity in students, instructors and local 112 leader’s perceptions about curricula Table 32 Management regulation policies Matrix 115 List of Figures Figure Structure of classroom climate 40 Figure Learning model 3C 48 Figure Model for learning activities of Beethan 49 Figure Research paradigm 61 Chapter 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 11th 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 socioeconomic development of the country The 11th 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 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 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 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 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 not meet the socio-economic development demands in the whole country The Secretary General of Vietnam, Mr Nguyen Phu Trong said at the 6th meeting of the 11th 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 9th and 10th 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 153 10 10 Curricula Dien Bien Son La 313 221 1.000 -.415 1.040 Dien Bien -.133 235 1.000 -.907 640 Son La -.406 198 1.000 -1.059 247 Phu Tho -.346 209 1.000 -1.035 343 Yen Bai -.287 215 1.000 -.995 422 Lao Cai -.143 206 1.000 -.822 536 Ha Giang 235 205 1.000 -.440 910 Cao Bang -.485 200 705 -1.142 172 Bac Giang -.369 213 1.000 -1.070 332 Quang Ninh -.313 221 1.000 -1.040 415 Son La -.262 145 1.000 -.739 215 Phu Tho -.292 156 1.000 -.804 221 Yen Bai -.124 162 1.000 -.656 409 Lao Cai -.165 152 1.000 -.666 336 Ha Giang -.216 152 1.000 -.715 283 Cao Bang -.172 146 1.000 -.653 309 Bac Giang -.281 159 1.000 -.806 244 Quang Ninh -.222 167 1.000 -.773 329 10 -.288 217 1.000 -1.002 426 Dien Bien 262 145 1.000 -.215 739 Phu Tho -.030 112 1.000 -.398 339 Yen Bai 138 120 1.000 -.258 534 Lao Cai 097 107 1.000 -.255 449 Ha Giang 046 106 1.000 -.303 395 Cao Bang 090 098 1.000 -.233 413 Bac Giang -.020 117 1.000 -.405 366 040 128 1.000 -.380 460 -.026 188 1.000 -.645 592 Dien Bien 292 156 1.000 -.221 804 Son La 030 112 1.000 -.339 398 Yen Bai 168 133 1.000 -.271 606 Lao Cai 126 121 1.000 -.273 526 Ha Giang 076 121 1.000 -.321 473 Cao Bang 119 114 1.000 -.255 493 Bac Giang 010 130 1.000 -.419 439 Quang Ninh 070 140 1.000 -.391 531 10 003 196 1.000 -.643 650 Dien Bien 124 162 1.000 -.409 656 Son La -.138 120 1.000 -.534 258 Phu Tho -.168 133 1.000 -.606 271 Lao Cai -.041 129 1.000 -.466 383 Ha Giang -.092 128 1.000 -.514 330 Cao Bang -.048 122 1.000 -.449 352 Bac Giang -.158 137 1.000 -.610 295 Quang Ninh 10 Phu Tho Yen Bai 154 Lao Cai Ha Giang Cao Bang Bac Giang Quang Ninh -.098 147 1.000 -.581 385 10 -.164 201 1.000 -.827 498 165 152 1.000 -.336 666 Son La -.097 107 1.000 -.449 255 Phu Tho -.126 121 1.000 -.526 273 Yen Bai 041 129 1.000 -.383 466 Ha Giang -.051 116 1.000 -.432 331 Cao Bang -.007 109 1.000 -.365 351 Bac Giang -.116 126 1.000 -.531 299 Quang Ninh -.057 136 1.000 -.504 391 10 -.123 193 1.000 -.760 514 216 152 1.000 -.283 715 Son La -.046 106 1.000 -.395 303 Phu Tho -.076 121 1.000 -.473 321 Yen Bai 092 128 1.000 -.330 514 Lao Cai 051 116 1.000 -.331 432 Cao Bang 043 108 1.000 -.312 399 Bac Giang -.066 125 1.000 -.478 347 Quang Ninh -.006 135 1.000 -.451 439 10 -.072 193 1.000 -.708 563 172 146 1.000 -.309 653 Son La -.090 098 1.000 -.413 233 Phu Tho -.119 114 1.000 -.493 255 Yen Bai 048 122 1.000 -.352 449 Lao Cai 007 109 1.000 -.351 365 Ha Giang -.043 108 1.000 -.399 312 Bac Giang -.109 119 1.000 -.500 281 Quang Ninh -.050 129 1.000 -.475 376 10 -.116 189 1.000 -.738 506 Dien Bien 281 159 1.000 -.244 806 Son La 020 117 1.000 -.366 405 Phu Tho -.010 130 1.000 -.439 419 Yen Bai 158 137 1.000 -.295 610 Lao Cai 116 126 1.000 -.299 531 Ha Giang 066 125 1.000 -.347 478 Cao Bang 109 119 1.000 -.281 500 Quang Ninh 060 144 1.000 -.415 534 -.007 199 1.000 -.663 650 222 167 1.000 -.329 773 Son La -.040 128 1.000 -.460 380 Phu Tho -.070 140 1.000 -.531 391 Yen Bai 098 147 1.000 -.385 581 Lao Cai 057 136 1.000 -.391 504 Ha Giang 006 135 1.000 -.439 451 Dien Bien Dien Bien Dien Bien 10 Quang Ninh Dien Bien 155 10 Teaching Activities Dien Bien Cao Bang 050 129 1.000 -.376 475 Bac Giang -.060 144 1.000 -.534 415 10 -.066 206 1.000 -.744 611 Dien Bien 288 217 1.000 -.426 1.002 Son La 026 188 1.000 -.592 645 Phu Tho -.003 196 1.000 -.650 643 Yen Bai 164 201 1.000 -.498 827 Lao Cai 123 193 1.000 -.514 760 Ha Giang 072 193 1.000 -.563 708 Cao Bang 116 189 1.000 -.506 738 Bac Giang 007 199 1.000 -.650 663 Quang Ninh 066 206 1.000 -.611 744 Son La -.034 144 1.000 -.509 441 Phu Tho -.024 155 1.000 -.535 486 Yen Bai 117 161 1.000 -.414 647 Lao Cai 120 151 1.000 -.379 619 Ha Giang 046 151 1.000 -.451 543 Cao Bang 084 145 1.000 -.396 563 Bac Giang 089 159 1.000 -.434 612 Quang Ninh 069 167 1.000 -.480 618 -.046 201 1.000 -.709 617 Dien Bien 034 144 1.000 -.441 509 Phu Tho 010 111 1.000 -.357 377 Yen Bai 151 120 1.000 -.243 545 Lao Cai 154 106 1.000 -.196 505 Ha Giang 080 106 1.000 -.268 428 Cao Bang 118 098 1.000 -.204 440 Bac Giang 123 117 1.000 -.261 507 Quang Ninh 103 127 1.000 -.315 522 -.012 170 1.000 -.571 548 024 155 1.000 -.486 535 Son La -.010 111 1.000 -.377 357 Yen Bai 141 133 1.000 -.295 578 Lao Cai 145 121 1.000 -.253 542 Ha Giang 070 120 1.000 -.325 465 Cao Bang 108 113 1.000 -.265 481 Bac Giang 113 130 1.000 -.314 541 Quang Ninh 094 139 1.000 -.365 552 10 -.021 179 1.000 -.612 569 Dien Bien -.117 161 1.000 -.647 414 Son La -.151 120 1.000 -.545 243 Phu Tho -.141 133 1.000 -.578 295 Lao Cai 003 128 1.000 -.419 426 10 Son La 10 Phu Tho Yen Bai Dien Bien 156 Lao Cai Ha Giang Cao Bang Bac Giang Quang Ninh Ha Giang -.071 128 1.000 -.491 349 Cao Bang -.033 121 1.000 -.432 366 Bac Giang -.028 137 1.000 -.478 423 Quang Ninh -.048 146 1.000 -.528 433 10 -.163 184 1.000 -.770 445 Dien Bien -.120 151 1.000 -.619 379 Son La -.154 106 1.000 -.505 196 Phu Tho -.145 121 1.000 -.542 253 Yen Bai -.003 128 1.000 -.426 419 Ha Giang -.074 115 1.000 -.454 306 Cao Bang -.037 108 1.000 -.393 320 Bac Giang -.031 126 1.000 -.445 382 Quang Ninh -.051 135 1.000 -.497 395 10 -.166 176 1.000 -.746 414 Dien Bien -.046 151 1.000 -.543 451 Son La -.080 106 1.000 -.428 268 Phu Tho -.070 120 1.000 -.465 325 Yen Bai 071 128 1.000 -.349 491 Lao Cai 074 115 1.000 -.306 454 Cao Bang 038 107 1.000 -.316 391 Bac Giang 043 125 1.000 -.368 454 Quang Ninh 023 135 1.000 -.420 467 10 -.092 176 1.000 -.670 487 Dien Bien -.084 145 1.000 -.563 396 Son La -.118 098 1.000 -.440 204 Phu Tho -.108 113 1.000 -.481 265 Yen Bai 033 121 1.000 -.366 432 Lao Cai 037 108 1.000 -.320 393 Ha Giang -.038 107 1.000 -.391 316 Bac Giang 005 118 1.000 -.384 394 Quang Ninh -.014 129 1.000 -.438 409 10 -.129 171 1.000 -.693 434 Dien Bien -.089 159 1.000 -.612 434 Son La -.123 117 1.000 -.507 261 Phu Tho -.113 130 1.000 -.541 314 Yen Bai 028 137 1.000 -.423 478 Lao Cai 031 126 1.000 -.382 445 Ha Giang -.043 125 1.000 -.454 368 Cao Bang -.005 118 1.000 -.394 384 Quang Ninh -.020 143 1.000 -.492 453 10 -.135 182 1.000 -.736 466 Dien Bien -.069 167 1.000 -.618 480 157 Son La -.103 127 1.000 -.522 315 Phu Tho -.094 139 1.000 -.552 365 Yen Bai 048 146 1.000 -.433 528 Lao Cai 051 135 1.000 -.395 497 Ha Giang -.023 135 1.000 -.467 420 Cao Bang 014 129 1.000 -.409 438 Bac Giang 020 143 1.000 -.453 492 -.115 189 1.000 -.739 509 Dien Bien 046 201 1.000 -.617 709 Son La 012 170 1.000 -.548 571 Phu Tho 021 179 1.000 -.569 612 Yen Bai 163 184 1.000 -.445 770 Lao Cai 166 176 1.000 -.414 746 Ha Giang 092 176 1.000 -.487 670 Cao Bang 129 171 1.000 -.434 693 Bac Giang 135 182 1.000 -.466 736 Quang Ninh 115 189 1.000 -.509 739 10 10 * The mean difference is significant at the 0.05 level GET FILE='D:\chienDL\Instructors data.sav' DATASET NAME DataSet2 WINDOW=FRONT ONEWAY traincondi curriculum learning BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05) 158 Oneway Notes Output Created 10:00:23 ICT 09-thg 1-2014 Comments Input Missing Value Handling Data Active Dataset D:\chienDL\Instructors data.sav DataSet2 Filter Weight Split File N of Rows in Working Data File Definition of Missing Cases Used Syntax Resources Processor Time Elapsed Time 117 User-defined missing values are treated as missing Statistics for each analysis are based on cases with no missing data for any variable in the analysis ONEWAY traincondi curriculum learning BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05) 00 00:00:00,016 00 00:00:00,015 [DataSet2] D:\chienDL\Instructors data.sav ANOVA Between Groups Within Groups 7.618 Mean Square 1.904 17.018 89 191 Total 24.636 93 Sum of Squares Training Conditions Curricula Learning ACtivities df Between Groups Within Groups 4.302 1.075 18.412 105 175 Total 22.713 109 Between Groups Within Groups 5.567 1.392 22.212 104 214 Total 27.778 108 F 9.959 Sig .000 6.133 000 6.516 000 159 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Dependent Variable Training Conditions (I) Major Land Management Mean Difference (I-J) 174 Std Error 129 Sig 1.000 Lower Bound -.198 Upper Bound 545 303 126 178 -.058 665 ,53210 * 162 015 066 998 -,44568 * 141 021 -.851 -.040 -.174 129 1.000 -.545 198 Agro-Forestry 130 135 1.000 -.259 518 Crop Plantation 358 169 372 -.129 846 * 149 001 -1.049 -.189 Land Management -.303 126 178 -.665 058 Rural Development -.130 135 1.000 -.518 259 229 167 1.000 -.251 709 146 000 -1.170 -.327 (J) Major Rural Development Agro-Forestry Crop Plantation Animal Husbandry and Veterinary Rural Development Land Management Animal Husbandry and Veterinary Agro-Forestry Crop Plantation Crop Plantation Animal Husbandry and Veterinary -,74899 * Land Management -,53210 * 162 015 -.998 -.066 Rural Development -.358 169 372 -.846 129 Agro-Forestry -.229 167 1.000 -.709 251 -,97778 * 179 000 -1.492 -.464 ,44568 * 141 021 040 851 ,61944 * 149 001 189 1.049 ,74899 * 146 000 327 1.170 ,97778 * 179 000 464 1.492 -,43307 * 121 005 -.781 -.085 Agro-Forestry -.225 119 601 -.565 115 Crop Plantation -.244 126 562 -.606 118 -,57490 * 126 000 -.937 -.212 ,43307 * 121 005 085 781 Agro-Forestry 208 124 957 -.147 562 Crop Plantation 189 131 1.000 -.187 565 -.142 131 1.000 -.518 234 Land Management 225 119 601 -.115 565 Rural Development -.208 124 957 -.562 147 Crop Plantation -.019 129 1.000 -.388 350 Animal Husbandry and Veterinary -.350 129 077 -.718 019 Animal Husbandry and Veterinary Animal Husbandry and Veterinary Land Management Rural Development Agro-Forestry Crop Plantation Curricula Land Management Rural Development Animal Husbandry and Veterinary Rural Development Land Management Animal Husbandry and Veterinary Agro-Forestry -,61944 160 Crop Plantation Land Management 244 126 562 -.118 606 Rural Development -.189 131 1.000 -.565 187 019 129 1.000 -.350 388 -.331 136 166 -.720 059 Agro-Forestry Animal Husbandry and Veterinary Animal Husbandry and Veterinary Learning ACtivities Land Management Land Management ,57490 * 126 000 212 937 Rural Development 142 131 1.000 -.234 518 Agro-Forestry 350 129 077 -.019 718 Crop Plantation 331 136 166 -.059 720 -,53888 * 132 001 -.918 -.159 -,47796 * 131 004 -.853 -.103 -.334 142 203 -.740 073 -,61165 * 142 000 -1.018 -.205 ,53888 * 132 001 159 918 Agro-Forestry 061 135 1.000 -.326 448 Crop Plantation 205 145 1.000 -.212 622 -.073 145 1.000 -.490 344 Rural Development Agro-Forestry Crop Plantation Animal Husbandry and Veterinary Rural Development Land Management Animal Husbandry and Veterinary Agro-Forestry Land Management ,47796 * 131 004 103 853 Rural Development -.061 135 1.000 -.448 326 144 144 1.000 -.269 557 -.134 144 1.000 -.547 280 Land Management 334 142 203 -.073 740 Rural Development -.205 145 1.000 -.622 212 Agro-Forestry -.144 144 1.000 -.557 269 Animal Husbandry and Veterinary -.278 154 743 -.720 164 Crop Plantation Animal Husbandry and Veterinary Crop Plantation Animal Husbandry and Veterinary Land Management ,61165 * 142 000 205 1.018 Rural Development 073 145 1.000 -.344 490 Agro-Forestry 134 144 1.000 -.280 547 Crop Plantation 278 154 743 -.164 720 * The mean difference is significant at the 0.05 level GET FILE='D:\chienDL\Leaders data.sav' DATASET NAME DataSet3 WINDOW=FRONT ONEWAY curriculum satisfaction BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05) 161 Oneway Notes Output Created 10:01:18 ICT 09-thg 1-2014 Comments Input Missing Value Handling Data Active Dataset D:\chienDL\Leaders data.sav DataSet3 Filter Weight Split File N of Rows in Working Data File Definition of Missing Cases Used Syntax Resources Processor Time Elapsed Time 300 User-defined missing values are treated as missing Statistics for each analysis are based on cases with no missing data for any variable in the analysis ONEWAY curriculum satisfaction BY i3 /MISSING ANALYSIS /POSTHOC=BONFERRONI ALPHA(0.05) 00 00:00:00,032 00 00:00:00,031 [DataSet3] D:\chienDL\Leaders data.sav ANOVA Curricula Between Groups Within Groups Total Learners’ knowledge, skills and abilities Between Groups Within Groups Total Mean Square 2.133 95.073 286 332 114.265 295 23.216 2.580 86.209 287 300 109.425 296 Sum of Squares 19.193 df F 6.415 Sig .000 8.588 000 162 Post Hoc Tests Multiple Comparisons Bonferroni 95% Confidence Interval Dependent Variable Curricula (I) Province Dien Bien Son La Phu Tho Yen Bai Mean Difference (I-J) 010 Std Error 149 Sig 1.000 Lower Bound -.481 Upper Bound 500 Phu Tho 343 149 990 -.148 833 Yen Bai 238 149 1.000 -.252 728 Lao Cai -.433 150 191 -.927 062 Ha Giang -.276 149 1.000 -.767 214 Cao Bang 045 150 1.000 -.449 540 Bac Giang 333 149 1.000 -.157 824 Quang Ninh 341 150 1.000 -.154 835 Lai Chau 232 150 1.000 -.262 727 Dien Bien -.010 149 1.000 -.500 481 Phu Tho 333 149 1.000 -.157 824 Yen Bai 229 149 1.000 -.262 719 Lao Cai -.442 150 157 -.937 052 Ha Giang -.286 149 1.000 -.776 205 Cao Bang 036 150 1.000 -.459 530 Bac Giang 324 149 1.000 -.167 814 Quang Ninh 331 150 1.000 -.163 826 Lai Chau 223 150 1.000 -.272 717 Dien Bien -.343 149 990 -.833 148 Son La -.333 149 1.000 -.824 157 Yen Bai -.105 149 1.000 -.595 386 Lao Cai -,77553 * 150 000 -1.270 -.281 Ha Giang -,61905 * 149 002 -1.109 -.129 Cao Bang -.298 150 1.000 -.792 197 Bac Giang -.010 149 1.000 -.500 481 Quang Ninh -.002 150 1.000 -.497 492 Lai Chau -.111 150 1.000 -.605 384 Dien Bien -.238 149 1.000 -.728 252 Son La -.229 149 1.000 -.719 262 105 149 1.000 -.386 595 -,67077 * 150 001 -1.165 -.176 Ha Giang -,51429 * 149 029 -1.005 -.024 Cao Bang -.193 150 1.000 -.688 302 Bac Giang 095 149 1.000 -.395 586 Quang Ninh 103 150 1.000 -.392 597 -.006 150 1.000 -.500 489 (J) Province Son La Phu Tho Lao Cai Lai Chau 163 Lao Cai Dien Bien 433 150 191 -.062 927 Son La 442 150 157 -.052 937 ,77553 * 150 000 281 1.270 ,67077 * 150 001 176 1.165 Ha Giang 156 150 1.000 -.338 651 Cao Bang 478 151 080 -.021 977 ,76601 * 150 000 271 1.261 ,77340 * 151 000 275 1.272 ,66502 * 151 001 166 1.164 Dien Bien 276 149 1.000 -.214 767 Son La 286 149 1.000 -.205 776 ,61905 * 149 002 129 1.109 Yen Bai ,51429 * 149 029 024 1.005 Lao Cai -.156 150 1.000 -.651 338 321 150 1.000 -.173 816 ,60952 * 149 002 119 1.100 ,61691 * 150 002 122 1.112 ,50854 * 150 036 014 1.003 Dien Bien -.045 150 1.000 -.540 449 Son La -.036 150 1.000 -.530 459 Phu Tho 298 150 1.000 -.197 792 Yen Bai 193 150 1.000 -.302 688 Lao Cai -.478 151 080 -.977 021 Ha Giang -.321 150 1.000 -.816 173 Bac Giang 288 150 1.000 -.206 783 Quang Ninh 296 151 1.000 -.203 794 Lai Chau 187 151 1.000 -.312 686 Dien Bien -.333 149 1.000 -.824 157 Son La -.324 149 1.000 -.814 167 Phu Tho 010 149 1.000 -.481 500 Yen Bai -.095 149 1.000 -.586 395 Lao Cai -,76601 * 150 000 -1.261 -.271 Ha Giang -,60952 * 149 002 -1.100 -.119 Cao Bang -.288 150 1.000 -.783 206 007 150 1.000 -.487 502 Lai Chau -.101 150 1.000 -.596 394 Dien Bien -.341 150 1.000 -.835 154 Son La -.331 150 1.000 -.826 163 Phu Tho 002 150 1.000 -.492 497 Yen Bai -.103 150 1.000 -.597 392 Lao Cai -,77340 * 151 000 -1.272 -.275 Ha Giang -,61691 * 150 002 -1.112 -.122 Cao Bang -.296 151 1.000 -.794 203 Bac Giang -.007 150 1.000 -.502 487 Phu Tho Yen Bai Bac Giang Quang Ninh Lai Chau Ha Giang Phu Tho Cao Bang Bac Giang Quang Ninh Lai Chau Cao Bang Bac Giang Quang Ninh Quang Ninh 164 Lai Chau Learners’ knowledge, skills and abilities Dien Bien Son La Lai Chau -.108 151 1.000 -.607 390 Dien Bien -.232 150 1.000 -.727 262 Son La -.223 150 1.000 -.717 272 Phu Tho 111 150 1.000 -.384 605 Yen Bai 006 150 1.000 -.489 500 Lao Cai -,66502 * 151 001 -1.164 -.166 Ha Giang -,50854 * 150 036 -1.003 -.014 Cao Bang -.187 151 1.000 -.686 312 Bac Giang 101 150 1.000 -.394 596 Quang Ninh 108 151 1.000 -.390 607 Son La 227 142 1.000 -.239 693 Phu Tho 429 143 131 -.041 899 Yen Bai 264 142 1.000 -.203 730 Lao Cai * 143 005 -1.032 -.092 Ha Giang -.079 142 1.000 -.545 387 Cao Bang 155 142 1.000 -.312 621 Bac Giang 427 142 124 -.039 893 Quang Ninh 145 142 1.000 -.321 612 Lai Chau 354 143 623 -.117 824 Dien Bien -.227 142 1.000 -.693 239 Phu Tho 201 143 1.000 -.269 672 Yen Bai 036 142 1.000 -.430 503 Lao Cai * 143 000 -1.259 -.319 Ha Giang -.306 142 1.000 -.772 160 Cao Bang -.073 142 1.000 -.539 393 Bac Giang 200 142 1.000 -.266 666 -.082 142 1.000 -.548 384 Lai Chau 126 143 1.000 -.344 596 Dien Bien -.429 143 131 -.899 041 Son La -.201 143 1.000 -.672 269 Yen Bai -.165 143 1.000 -.635 305 Lao Cai -,99060 * 144 000 -1.465 -.516 Ha Giang -,50752 * 143 020 -.978 -.037 Cao Bang -.274 143 1.000 -.744 196 Bac Giang -.001 143 1.000 -.472 469 Quang Ninh -.283 143 1.000 -.753 187 Lai Chau -.075 144 1.000 -.549 399 Dien Bien -.264 142 1.000 -.730 203 Son La -.036 142 1.000 -.503 430 165 143 1.000 -.305 635 * 143 000 -1.296 -.355 Ha Giang -.342 142 727 -.809 124 Cao Bang -.109 142 1.000 -.575 357 Quang Ninh Phu Tho Yen Bai Phu Tho Lao Cai -,56186 -,78913 -,82550 165 Bac Giang Quang Ninh Lai Chau Lao Cai 630 -.118 142 1.000 -.584 348 090 143 1.000 -.380 560 143 005 092 1.032 Son La ,78913 * 143 000 319 1.259 ,99060 * 144 000 516 1.465 ,82550 * 143 000 355 1.296 Ha Giang ,48307 * 143 037 013 953 Cao Bang ,71641 * 143 000 246 1.187 ,98913 * 143 000 519 1.459 ,70731 * 143 000 237 1.177 ,91536 * 144 000 441 1.389 Dien Bien 079 142 1.000 -.387 545 Son La 306 142 1.000 -.160 772 Phu Tho ,50752 * 143 020 037 978 Yen Bai 342 142 727 -.124 809 Lao Cai * 143 037 -.953 -.013 233 142 1.000 -.233 699 * 142 018 040 972 Quang Ninh 224 142 1.000 -.242 690 Lai Chau 432 143 121 -.038 902 Dien Bien -.155 142 1.000 -.621 312 Son La 073 142 1.000 -.393 539 Phu Tho 274 143 1.000 -.196 744 Yen Bai 109 142 1.000 -.357 575 Lao Cai -,71641 * 143 000 -1.187 -.246 Ha Giang -.233 142 1.000 -.699 233 Bac Giang 273 142 1.000 -.193 739 -.009 142 1.000 -.475 457 Lai Chau 199 143 1.000 -.271 669 Dien Bien -.427 142 124 -.893 039 Son La -.200 142 1.000 -.666 266 Phu Tho 001 143 1.000 -.469 472 Yen Bai -.164 142 1.000 -.630 303 Lao Cai -,98913 * 143 000 -1.459 -.519 Ha Giang -,50606 * 142 018 -.972 -.040 Cao Bang -.273 142 1.000 -.739 193 Quang Ninh -.282 142 1.000 -.748 184 Lai Chau -.074 143 1.000 -.544 396 Dien Bien -.145 142 1.000 -.612 321 Son La 082 142 1.000 -.384 548 Phu Tho 283 143 1.000 -.187 753 Quang Ninh Lai Chau Cao Bang Bac Giang Quang Ninh Quang Ninh -.303 ,56186 Bac Giang Bac Giang 1.000 Dien Bien Yen Bai Cao Bang 142 * Phu Tho Ha Giang 164 -,48307 ,50606 166 Lai Chau Yen Bai 118 142 1.000 -.348 584 Lao Cai * 143 000 -1.177 -.237 Ha Giang -.224 142 1.000 -.690 242 Cao Bang 009 142 1.000 -.457 475 Bac Giang 282 142 1.000 -.184 748 Lai Chau 208 143 1.000 -.262 678 Dien Bien -.354 143 623 -.824 117 Son La -.126 143 1.000 -.596 344 Phu Tho 075 144 1.000 -.399 549 Yen Bai -.090 143 1.000 -.560 380 Lao Cai * 144 000 -1.389 -.441 Ha Giang -.432 143 121 -.902 038 Cao Bang -.199 143 1.000 -.669 271 Bac Giang 074 143 1.000 -.396 544 -.208 143 1.000 -.678 262 Quang Ninh * The mean difference is significant at the 0.05 level -,70731 -,91536 167