Quản lý đào tạo nghề theo tiếp cận cipo tại các cơ sở giáo dục nghề nghiệp khu vực duyên hải nam trung bộ

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

MINISTRY 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

THE 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

INTRODUCTION

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

5 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

8.3 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

VT 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

social 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

1.4 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

1.5.1.1 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

2.1.2 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

b) 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

2.3.3 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

2.4.2.8 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