Trang 1 MINISTRY OF EDUCATION AND TRAINING DONG THAP UNIVERSITY NGUYEN XUAN TAO VOCATIONAL TRAINING MANAGEMENT ACCORDING TO THE CIPO APPROACH AT VOCATIONAL EDUCATION AND TRAINING INSTITU
Trang 1MINISTRY OF EDUCATION AND TRAINING
DONG THAP UNIVERSITY
NGUYEN XUAN TAO
VOCATIONAL TRAINING MANAGEMENT ACCORDING
TO THE CIPO APPROACH AT VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS
IN SOUTH CENTRAL COAST
Specialization: Educational Management
Code: 9140114
SUMMARY OF THE DOCTORAL THESIS
OF EDUCATION SCIENCE
DONG THAP, 2023
Trang 2THE WORK WAS COMPLETED AT
DONG THAP UNIVERSITY
Science instructors: 1 ASSOC.PROF, Dr NGUYEN VAN DE
2 ASSOC.PROF, Dr PHAM VAN SON
Reviewer 1:………
Reviewer 2:………
The thesis will be defended at the meeting of thesis reviewing board
at Dong Thap University At / /20
Thesis can be found out at Le Vu Hung Library Center,
Dong Thap University
Trang 3INTRODUCTION
1 Reason for choosing the topic
Currently, the quality of Vietnam's human resources is still limited, and highly skilled workers still cannot meet the needs of the labor market and integration In the South Central Region (SCR), the proportion of untrained workers remains high; The rate of workers with skilled technical qualifications is still low The connection between schools and enterprises lacks of enthusiasm Teaching and learning methods are slow to innovate and not flexible.Vocational training (VT) management is slow to innovate and has not met the comprehensive requirements for vocational education and training (VET) renewal
To overcome the above limitations, applying the CIPO model in
VT management to controls the quality of the VT process, beacause of
implementing "Vocational training management according to the
CIPO approach at vocational education and training institutions in South Central Coast region" is very necessary
2 Purpose of research
Studies educational management theory and the status of VT
at SCR; The thesis proposes VT management solutions acording to the CIPO approach to improve training quality
3 The subject and objects of research
If VT management according to the CIPO approach base on
the progress of the VT process and adapts to the context, the quality
of training will be improved at (VET) institutions in the SCR
Trang 45 Research mission
Establishing the theoretical basis for VT management according to the CIPO approach at VET institutions; Evaluating the state of VT and proposing solutions of VT management according to the CIPO approach at VET institutions in the SCR; Surveying and testing of the solutions
6 Scope of research
6.1 Scope of research content
The thesis research on VT management according to the CIPO approach at VET institutions in the SCR
6.2 Scope of research space
Survey of 08 colleges; 02 VET schools ; 02 vocational education centers Testing 03 solutions at 07 VET schools in Khanh Hoa
6.3 Scope of research time
From january 2022 to june 2022; surveying july 2022; testing august 2022
7 Approach perspective and research methodology
7.1 Approach perspective of research
7.1.1 Approaching system theory
7.1.2 Approaching process
7.1.3 Approaching Practicality
7.2 Research Methods
7.2.1 Theoretical research methods
7.2.2 Practical research methods
7.2.3 Data processing methods
8 Points of the Thesis
8.1 Managing VT according to the CIPO approach ensures
improving VT quality to adapt to the impact of social context
8.2 Managing VT according to the CIPO approach at VET
institutions of SCR has changed positively but is still limited
Trang 58.3 The solutions of managing VT according to the CIPO
approach at VET institutions of SCR ensure adaptation to the impact
of social context and meeting VET innovation
9 Contributions of the Thesis
9.1 Theoritical aspect
Developing a theoritical framework concecting to managing
VT according to the CIPO approach at VET institutions of SCR
9.2 Practical aspect
Identifying the current status quo of managing VT according
to the CIPO approach at VET institutions of SCR Proposing and affirming the scientific and practical applicability of managing VT according to the CIPO approach at VET institutions
Identifying the current situation of learning activities (advantages and limitations); Clarifying the management status of learning activities (advantages and limitations); Proposing and affirming the scientific and practical applicability of managing the learning activities of students majoring in Engineering
10 Structure of the Thesis
In addition to the introduction; conclusions and recommendations; references; Appendix; The thesis consists of 3 chapters
Chapter 1 THEORETICAL BASIS OF VOCATIONAL TRAINING MANAGEMENT ACCORDING TO THE CIPO APPROACH AT VOCATIONAL EDUCATION AND
TRAINING INSTITUTIONS 1.1 Overview of research on vocational training management according to the CIPO approach at vocational education and training institutions
1.1.1 Research on vocational training management at vocational education and training institutions
Trang 6VT management at VET institutions many educational scientists have said that in the context of the 4th industrial revolution, VET institutions are facing challenges in the VT management VET institutions need to innovate in VT process
1.1.2 Research on vocational training management according to the CIPO approach at vocational education and training institutions
1.1.2.1 Vocational training quality management models
Many scientists have proposed VT quality management models The models mainly focus on evaluating internal factors of the organization With the view that training quality is a process, UNESCO has introduced the CIPO model
Diagram 1.3 CIPO training quality management model
1.1.2.2 Applying the CIPO model in the process of managing vocational training at vocational education and training institutions
Perspective of VT quality management is a process, the thesis determines the process of VT management includes contextual factors, input, process, output
1.1.3 Overall assessment of the research process
1.1.3.1 Overview of the achieved values of the research
Innovation in VT management is an inevitable trend in the digital age The VET institutions are facing the challenges in process
of VT management Apply the CIPO model to the VT management appropriate to the current context
1.1.3.2 Issues that need continued research focus
Establishing a theoretical framework in applying the CIPO model
to the process of VT management as a theoretical basis for researching the current status of input factors, processes, and outputs under the impact of
Context
Trang 7social context Thereby, solutions of VT management are proposed according to the CIPO approach at the VET institutions
1.2 Concepts for the research topic
1.2.2 Vocational training
1.2.3 Vocational training management
1.2.4 Vocational training according to the CIPO approach 1.2.5 Vocational education and training institutions 1.2.6 Vocational training management according to the CIPO approach at vocational education and training institutions
1.3 Theoretical basis for vocational training according to the CIPO approach at vocational education and training institutions
1.3.1 Input factors of vocational training
1.3.1.1 Enrollment for vocational training
1.3.1.2 The teachers of vocational education and training institutions
1.3.1.3 Vocational training curriculum
1.3.1.4 Facilities and teaching equipment
1.3.1.5 Finance for vocational training
1.3.2 Elements of the vocational training process
1.3.2.1 Vocational training goals
1.3.2.2 Content of vocational training
1.3.2.3 Vocational training methods
1.3.2.4 Form of vocational training organization
1.3.2.5 Vocational teaching and learning activities
1.3.2.6 Scientific research in vocational training
1.3.2.7 Cooperate with enterprise in vocational training
1.3.3 Output factors of vocational training
1.3.3.1 Learning outcomes of graduated students according
to output standards of vocational training curriculum
1.3.3.2 Employment of graduates
Trang 81.4 Managing vocational training according to the CIPO
approach at vocational education and training institutions
1.4.1 The meaning of vocational training management according to the CIPO approach
1.4.2 The leader of vocational training management according to the CIPO approach
1.4.3 Managing input elements of the vocational education and training process
1.4.3.1 Managing vocational training enrollment activities 1.4.3.2 Managing and developing teachers in vocational education and training
1.4.3.3 Managing vocational training programs
1.4.3.4 Management of facilities, equipment and libraries 1.4.3.5 Financial management for vocational training
1.4.4 Managing process elements of vocational training
1.4.4.1 Managing the implementation of vocational education
and training goals
1.4.4.2 Managing innovation in vocational training content 1.4.4.3 Managing innovation in vocational training methods 1.4.4.4 Managing forms of vocational training organization 1.4.4.5 Managing teaching and learning activities
1.4.4.6 Managing scientific research in vocational training 1.4.4.7 Managing cooperation with expertises in vocational training 1.4.4.8 Developing the learning environment in vocational training
1.4.4 Managing output factors of vocational training
1.4.4.1 Managing graduates according to output standards 1.4.4.2 Managing employment of graduates
1.5 Factors affecting vocational training management
1.5.1 Objective factors affecting vocational education and training management
Trang 91.5.1.1 The trend of international integration affectìn vocational training management
1.5.1.2 CMCN4.0 affecting vocational training management 1.5.1.3 Vocational education and training mechanisms and policies affecting vocational training management
1.5.2 Subjective factors affecting vocational training management
1.5.2.1 The ability of managers and teachers affecting vocational training management
1.5.2.2 The activities of the department for quality assurance in vocational training affecting vocational training management
1.5.2.3 International cooperation in VET affecting vocational training management
Conclusion of chapter 1
Through general research on VT management according to the CIPO approach, it shows that this model is very suitable for the process of managing VT quality at VET institutions In researching
VT management according to the CIPO approach, the author of thesis will use the research values, especially combining the functions of management to establish a system of theoretical framework for researching, surveying the status quo of and proposing solutions to overcome limitations in VT management
Chapter 2 CURRENT STATUS QUO OF VOCATIONAL TRAINING MANAGEMENT ACCORDING TO THE CIPO APPROACH AT VOCATIONAL EDUCATION
INSTITUTIONS IN THE SCR 2.1 Overview of vocational education and training in the South Central Region
2.1.1 Economic and social characteristics of the South Central Region
Trang 102.1.2 Overview of vocational education and training in the South Central Region
2.2 Surveying the current status quo of vocational training process
2.2.3 Survey tool
2.2.4 Survey method
2.2.4.1 Questionnaire survey method
2.2.4.2 In-depth interview method
2.2.4.3 Document research methods
2.2.4.4 Observation method
2.2.4.5 Method for the expert consultation
2.2.5 Selecting a survey sample of the current status quo of vocational training
2.2.5.1 Research area
2.2.5.2 Number of participants for a survey
2.2.5.3 General information about surveyed managers and educators at vocational education and training institutions
2.2.5.4 General information about surveyed learners and manager of expertises
2.2.5.5 Overview of vocational education and training institutions in survey participation
2.2.6 Method of data processing
2.2.6.1 Method of quantitative data analysis
a) Purpose of quantitative data analysis
Trang 11b) Tools and parameters
c) Regulation of the scale
Table 2.1 Likert scale table with 5 levels
d) Evaluating the validity of the scale
2.2.6.2 Method of qualitative data analysis
a) Purpose of qualitative data analysis
b) Coding of the interview participants
c) Interview method
2.3 The status quo of vocational training at vocational education
and training institutions
2.3.1 The status quo of input elements of vocational training 2.3.1.1 The status quo of vocational training enrollment
2.3.1.2 The status quo of the teaching staff
2.3.1.3 The status quo of vocational training curriculum 2.3.1.4 The status quo of facilities and teaching equiptment
2.3.1.5 Finance for vocational training
2.3.2 The status quo of elements of vocational training process
2.3.2.1 The status quo of implementing vocational training goals 2.3.2.2 The status quo of vocational training content
2.3.2.3 The status quo of vocational training methods 2.3.2.4 Form of vocational training organization
2.3.2.5 The status quo of teaching and learning activities 2.3.2.6 The status quo of scientific research in vocational training
vocational training
2.3.2.8 The status quo of learning environment in vocational training
Trang 122.3.3 The status quo of elements of vocational training output
2.3.3.1 The status quo of vocational graduates
2.3.3.2 The status of quo vocational graduates ’ employment
2.4 The status quo of vocational training management according to the CIPO approach at vocational education and training institutions
2.4.1 The status quo of managing input elements of vocational education and training
2.4.1.1 The status quo of managing vocational education and training enrollment activities
2.4.1.2 The status quo of managing the teachers
2.4.1.3 The status quo of managing vocational training curiculum development
2.4.1.4 The status quo of managing facilities, equipment and library 2.4.1.5 The status quo of managing finance for vocational education and training
2.4.2 The status quo of managing process elements of vocational education and training
2.4.2.1 The status quo of managing vocational training goals 2.4.2.2 The status quo of managing vocational education and training content innovation
2.4.2.3 The status quo of managing of vocational education and training method innovation
2.4.2.4 The status quo of managing forms of vocational training organization
2.4.2.5 The status quo of managing vocational teaching and learning activities
2.4.2.6 The status quo of managing scientific research in vocational training
2.4.2.7 The status quo of managing cooperation with expertises in vocational education and training
Trang 132.4.2.8 The status quo of managing to develop learning environment in vocational training
2.4.3 The status quo of managing output factors of vocational education and training
2.4.3.1 Managing graduates according to output standards 2.4.3.2 Managing employment of graduates
2.4.4 The status quo of factors affecting vocational education and training management
2.4.4.1 The status quo of objective factors affecting vocational education and training management
2.4.4.2 The status quo of subjective factors affecting vocational education and training management
2.5 General assessment of the status quo of vocational education and training management
2.5.1 Vocational education and training management strengths according to the CIPO approach
2.5.2 Vocational education and training management limitations according to the CIPO approach
2.5.3 Causes of limitations in vocational training management to ensure quality