phân tích các yếu tố ảnh hướng đến công tác dạy nghề việt nam một số giải pháp nhằm nâng cao chất lượng giai đoạn 2013 – 2020 ban tóm tắt tiếng anh

Strategy for development of human resources period 2010 – 2020 which was approved by Government in 2010 with a solution is “comprehensive and basically innovation of education, training

PREFACE

A high skilled workforce is an importance factor in terms of increasing in productivities and strengthening nation’s competitiveness Strategy for development of human resources period 2010 – 2020 which was approved by Government in 2010 with a solution is “comprehensive and basically innovation of education, training as the social development needs; improving the training quality as the requirements in terms of standardization, modernization, socialization, demonization and international integration to efficient server to the development of and defend motherland” In other hand, the Government’s guidelines at the Strategy for Vocational Education Training (VET) periods 2011 -

2020 that was approved in 2011 also identified: “Improving quality and increasing VET scale is a process to universalized VET and, in other hand is to meet the demands for high skilled workforce for industries needs in both of domestic and abroad working Therefore, improving quality of VET periods 2013 - 2020 is very importance Hence, this dissertation analyzed the factors influencing to quality of VET in Vietnam and recommend some resolutions to improve VET quality in Vietnam periods 2013 – 2020, in which consider and review any efficient models and good lesson learnts or experiences from foreigners countries with advanced VET The dissertation including 5 chapters are as follows:

CHAPTER I INTRODUCTION

Background of the Study

At present, new technology in almost industries has been changing very fast New technology in some industries like Information computer technology, electronics, mechatronics, manufactory automation etc are changing so quickly in every years,

even under one year In this process, there are necessarily to request for upgrading the skilled workforce including existing skills areas and new skills areas occurred to meet the demands for socio- economic development in the new era This will challenge the Vietnamese Vocational Education Training (VET) for how can be flexibility changing in terms of industry needs In order to solve those problems, VET should be improved and strengthened training capacity to meet the requirements of high skilled human resources in the new context, especially should have the VET policies, strategies, plans and curricular, training programs that are advanced enough, scientific, suitable and fit with existing industries needs

From International experiences, in order to have a flexibility VET system, United Kingdom has the Sector Skills Councils (SSCs); Australia has the Industry Skills Councils (ISCs) In two these countries, model of SSC or ISC play as midle to connect between industry, VET and government In Japan and Korea, they develop the testing and certification system separately between training side (VET) to supply skilled labor for labor market This model also has strong engagement of industry to Vocational Education Training In Vietnam, in 2008 ministry of Labor, Invalids and Social Affairs (MoLISA) has introduced a new frame work to develop a National Occupational Skills Standards (NOSS) under Decision No

March 2008 regulate the principles and procedures for development and issuance of NOSS Under this framework, the ministries will develop the national occupational skills standards for each occupational which under ministry’s management and collaboration for approval and issuance

of NOSS by MoLISA

The advantages of the NOSS is a foundation for: General Directorate of Vocational training (GDVT) is an agency that is authorized by MoLISA to manage the development of NOSS to manage the national skills testing and certification systems and help MoLISA to issue other related policies in terms of skilled workforce

development; for VET institutes to develop the curricular and training program; for employers to develop the employee recruitment, wage payment plans and to identify the training needs and arrange working position for employees; for the labourers to identify these skills gaps and improve for themselves to seek for the job However, NOSS only has real its value as above mentioned advantages, the procedure and process to develop NOSS should be strongly engaged by industries In other hand, industries must be involved to identity the skills needs for each skill area as these requirements for manufacture, and those skills will be developed skills standards for training side to train the right skills and right skilled levels for right needs of industry side Unfortunately, there are still miss of participation of industries side in this process, therefore NOSS really is not useful any more as government expectation and socials needs in terms of human resources development, especially in training program or curricular development to fit with social needs

On May 2012, Vietnam government has approved and issued two importance national strategies: strategy for development of education stage 2011- 2020 and strategy for development of Vocational Education Training stage 2011 – 2020 Two above strategies have the objectives that are towards to the solutions of

“comprehensive and basically innovation of education, training as the social development needs; improving the training quality as the requirements in terms of standardization, modernization, socialization, demonization and international integration to efficient server to the development of and defend motherland” that has been approved by Government at the Strategy for human resources development period 2010 - 2020 and contribute to the country mission “will basically become a developed country by 2020” Therefore, this thesis would like to discuss on:

“Analysis of Vocational Education Training in Vietnam: Implication for improving its quality period 2013-2020”

Statement of the Problem

To implement this study, the author answered the following questions:

1 What is the profile of the respondents in terms of age, gender, educational level, civil status and income?

2 What is the perception of respondent in terms of

individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies?

3 What are the factors influencing to vocational education training?

4 Problems of Vocational Education Training of Vietnam and experiences from developed countries?

Objectives of the Study

The study aimed to evaluate status of vocational education training in Viet Nam and determine factors that influencing to quality of vocational education training

Specifically, this study aimed:

1 To describe the profile of the respondents in terms of: a) Age

3 To determine factors influencing to quality of vocational education training

4 To analyze problem of VET in Vietnam

5 To recommends strategies for the improvement of vocational education programs

Significance of the study

In this year 2013, Vietnam government will submit to new law of Vocational Education Training and new law of Employment for National Assembly approval; Government has approved the strategy for development of vocational education training periods 2011 – 2020, in which nominated Ministry of Labor – Invalid and Social Affairs to submit to Government for approval of the project of “Basically and comprehensive innovation of Vocational Education Training towards 2020” in order to upgrade a skilled work force to meet the demands for the development of industries Therefore, this thesis might be benefit for policy makers in vocational education training sectors, skilled work force developers, Vocational Education Training institutions, industry side and related researchers

Scope and limitation of the study

The main purpose of a vocational education training system is

to produce the skilled workforce to meet the demand for industry needs This thesis will focus to study on lessons learned and experiences in terms of what policies and models for industry engagement in Vocational Education Training that is responsive to the needs of industry and the emerging market economy

The study assessed quality of vocational education training

in Vietnam in terms of the following major seven variables: Individual characteristics, training quality, physical facilities, management capacity, job opportunities, information on labor market, support policies These main variables were due to the results of reviewing related literatures and studies This paper

considered total provinces in Vietnam However, this research conduct surveys from two Vocational Education Training institutions each province only And within each institution, only one manager, two staffs and two learners was interviewed

This study conducted during the year 2012-2013

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the basic concepts, the content related to Vocational Education Training sorted by the variables studied

Conceptual Framework

Research Framework describes briefly, how to define the problem, to which the authors propose solutions to improve Vocational Education Training based on the selected variables

CHAPTER III METHODOLOGY

Research Design

The study used a descriptive type of research that describes the perception of learners in Vocational Education Training Center in term of personal characteristic, teaching quality, facilities, management capacity, job finding support, labor market information, support policies

Using quantitative analysis have some advantages: more reliable and objective; can use statistics to generalize a finding; often reduces and restructures a complex problem to a limited number of variables; looks at relationships between variables and can establish cause and effect in highly controlled circumstances; tests theories or hypotheses; assumes sample is

representative of the population; subjectivity of researcher in methodology is recognized less; less detailed than qualitative data and may miss a desired response from the participant

Research locale

The study assessed the status of vocational education training in 63 provinces of Vietnam, under evaluation of two biggest Vocational Education Training institutions each province The study was conducted during first of 2013

Population and Sampling

Using Slovin’s formula to calculate the sample size

2

*

N n





Where:

n is size of the sample

N is total number of S employee

e is standard error at α = 0.05

Normally, we will use Slovin's formula to determine samples But in this case, population of data is too big, this formula is no longer available; hence the author selects two biggest Vocational Education Training each province and chooses randomly employees So, totally, we will interview and evaluate 126 managers, 252 staffs and 252 learners

 Determination of factors influencing to quality of vocational education training

The questions were in the form of Likert - type scale using the give point scale with five as the highest and one as the lowest It was assigned with the following values:

Table 1: Questionnaire’s point range 1

List of questions will be checked accordance by Cronbach’s Alpha Cronbach’s Alpha from 0.8 to near 1, the measurement scale as well, from 0.7 to 0.8 is used The researchers also suggest that the Cronbach’s Alpha of 0.6 or more can be use in the event of working on new concepts or new for respondent in the context of the study (Chu Hoang Trong, Nguyen Mong Ngoc, 2005) So for this study, the Cronbach Alpha of 0.6 or more is acceptable

Data Gathering Procedure

Some government agencies were visited to gather information needed These agencies were the National Statistics Office and Ministry of Planning and Investment which

1 Table number in this summery is same as the table number in the

Dissertation

provided them information about labor market Different schools and libraries were also visited to gather theories and concepts from books and other research materials and necessary data about competitiveness Websites were also visited to gather additional data regarding the subject matter The researcher then prepared the questionnaire using the Likert-type scale with five points It was afterwards checked by the adviser Questionnaires were sent to 10 learners Next, they modified it and were given to some faculty experts for the validation of its contents After that, it was given to the panel of examiners for the approval After the approval, the research conducted a dry-run to test the reliability of the questionnaire The statistician using Statistical Package for Social Sciences (SPSS) software program checked the reliability of the questionnaire After the reliability was proven, the researcher conducted the actual survey

The researcher distributed the questionnaires to the respondents 630 learners within 63 provinces Then, the questionnaires were retrieved The results were tallied, tabulate and treated statistically Finally, the results were interpreted and the findings and conclusions were drawn

Statistical treatment

Descriptive Statistics - Mean, standard deviation, Rank,

Percent, Frequency to describe the profile of the respondents in terms of age, gender, civil status, educational level and income;

to describe perception of learners at Vocational Education Training center

Correlation and regression analysis was used to

determine factors influencing to quality of vocational education training

The multivariate regression equation:

CHAPTER IV RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of data based from the sub-problems presented in the study

Profile of respondents

Table 2 is presented below was describe the demographic information of the answer objects related to research, based on frequency and percentage value The demographic variables used in the study include: gender, age, education level, marital status and income

Table 2: Demographic information of the respondents

Manager Staff Learner Manager Staff Learner

proportion) Managers include 126 people, 76 female and 50 male, with ratio 12.06% and 7.94% Staffs are male and female with nearly equal proportion (26.19% proportion are male and 13.81% proportion are female)

Most of respondent have age 36-45 years old (29.38% proportion) in which 15 people are learners (2.38% proportion),

121 people are staffs (19.22% proportion) and 49 people are managers (7.78% proportion) Followed by over 45 year-old age group with 164 people (26.03% proportion) Next, 26-35 year-old age group are 147 people and the end 134 people in 18-25 year-old age group

Structure by marital status: 265 people in 630 participants interviewed are unmarried with percentage of 42.06%, in which

41 people are staffs (6.51% proportion) and 217 people are learners (34.44% proportion), 7 people are managers (7.11% proportion) There are 365 married people with percentage of 57.94% (include 5.56% are learners, 33.49% are staffs and 18.89% are managers) This is entirely consistent due to the number of participants interviewed in the over 36 years old group with percentage are high rate

Most of the respondents have income > 2.5 million VND/month include 347 people (55.08%) and most of them are staffs and managers, follow respondents have no income, include 239 people are learners (37.94% proportion) and 0.16% proportion is staff The end people have income <1.5 million VND/month are 6.82% include 1.90% people are learners and

31 people are staffs (4.92% proportion) Actually, respondent mostly are learners and staffs The learners want to study technical skills or other skills to finding job

The respondents by education level, majority they have university or college degree (58.41%), all of them are staffs and managers, vocational school corresponds to a rate of 37.14%

and only 4.45% are high school, in which 28 people are learners That is right because most of respondents are staffs, they have high education level

Respondents’ perception on Vocational Education Training

Based on the theory of researchers to build models and develop research hypotheses Quantitative research was used to test the hypothesis for research methods, with technical surveys collected opinions through the questionnaire with the sample set size n = 630 I used Cronbach's Alpha to test the reliability

of the questionnaire Model and research hypotheses are tested through correlation analysis and Multiple Linear Regression The research results show:

After, I used Cronbach's Alpha to test the reliability of the questionnaire and don't remove variables

Through regression analysis results, I concluded: 7 factors: Individual characteristics, qualifications of lectures, physical facilities, Management capacity, job opportunities, information on labor market, Support policies effecting Vocational Education Training

Table 23: Average evaluation

WM Descriptive

Interpret

WM Descriptive

Interpret

WM Descriptive

Interpret

Individual characteristics 3.7 Good 3.6 Good 3.4 Good

Lecturer quality 3.8 Good 3.0 Fair 3.3 Fair

Physical facilities 3.1 Fair 2.4 Poor 2.1 Poor

Ability to mange 3.9 Good 3.1 Fair 2.8 Fair

Job opportunities 3.0 Fair 2.9 Fair 2.5 Poor

Information on labor market 3.2 Fair 3.0 Fair 2.6 Fair

Support policies on Vocational

Education Training 4.2 Excellent 4.1 Good 3.9 Good

According to above table, “support policies on Vocational Education Training” from government and Vocational Education Training institution were rated “good” by all respondent groups Learner group show good attitude and ambition and attend class fully However, lecturer quality is normal, need improvement Physical facilities of Vocational Education Training institution are very bad, old and out-of-date and need upgrading Management capacity of Vocational Education Training institution is medium Job opportunities is poor, information on labor market was rated “fair” and inadequate Overall, vocational education training faces lots of problem and need focused solutions

Factors affecting quality of Vocational Education Training

Regression analysis will be carried out with 7 independent variables Individual characteristics, qualification of lectures, physical facilities, Management capacity, support and job manage, information on labor market, support policies on Vocational Education Training, one dependent variable is Vocational Education Training

Table 27: Result of linear regression analysis after were

Looking at the result table of linear regression analysis after were excluded variable, we saw Variance inflation factor (VIF) of each variable that were less than 10, so multicollinearity phenomenon does not affect the model interpretation results The rules are when VIF exceeded 10, it has signs of multicollinearity phenomenon

Linear regression equation takes the following form

VT = 0.486*PF+0.312*SP+0.310*IL+0.295*AM+0.212*QT+0.164

*IE+0.120*SM

The regression results show that the independent variables

PF, SP, IL, AM, QT, IE, SM have Sig smaller than 0.05 so the variables are significant at 95% So at 95% confidence level, the independent variable affects the dependent variable and the slope coefficients are respectively 0.486, 0.312, 0.310, 0.295, 0.212, 0.164, 0.120 The variables of PF, SP, IL, AM, QT, IE,

SM are positive so all variables affect the same direction of the Vocational Education Training variable is negative affecting reverse with Vocational Education Training

The importance of PF, SP, IL, AM, QT, IE, SM for Vocational Education Training variables are determined based

on Beta coefficient If the bigger the absolute value of Beta coefficient of each factor is, the respondent more important that factor affect the Vocational Education Training Therefore, the most important factor affecting to Vocational Education Training is PF (Beta = 0.486), followed by SP factor (Beta = 0.312), followed by IL factor (Beta = 0.310), AM factor (Beta

= 0.295), QT factor (Beta = 0.212), IE factor (Beta = 0.164), and finally SM factor (Beta = 0.120)

In short, basing on the regression results there are 7 factors that affect Vocational Education Training Particularly, PF factor has the greatest impact on Vocational Education Training (for the largest Beta coefficient), and

SM factor has the least effect

Comparison of respondents’ perception according to related profile

Comparison between the respondent’s perceptions are explained details in below tables:

Table 38: Comparison between the respondents’ perception when they are grouped following related profile

Indicator Age Gender Marital

status Income

Educational level

Reject Null

.120 Accept Null

.338 Accept Null

.110 Accept Null

.552 Accept Null

Reject Null

.547 Accept Null

.057 Accept Null

.129 Accept Null

.160 Accept Null

Reject Null

.066 Accept Null

.658 Accept Null

.446 Accept Null

.205 Accept Null

Reject Null

.220 Accept Null

.233 Accept Null

.240 Accept Null

.546 Accept Null

Reject Null

.419 Accept Null

.532 Accept Null

.351 Accept Null

.162 Accept Null

Reject Null

.447 Accept Null

.006 Reject Null

.624 Accept Null

.136 Accept Null

Accept

Null

.703 Accept Null

.232 Accept Null

.761 Accept Null

.152 Accept Null

Reject Null

.180 Accept Null

.291 Accept Null

.114 Accept Null

.091 Accept Null