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Analysis of factors influencing to vocational education training in vietnam implication for improving its quality period 2013 - 2020

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  • Analysis of factors influencing to vocational education training in vietnam implication for improving its quality period 2013 - 2020

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THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines ANALYSIS OF FACTORS INFLUENCING TO VOCATIONAL EDUCATION TRAINING IN VIETNAM: IMPLICATION FOR IMPROVING ITS QUALITY PERIOD 2013 - 2020 A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban Quezon, Philippines In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor in Business Administration NGUYEN CHI TRUONG - BUSH August, 2013 ii BIOGRAPHICAL SKETCH The author was born in Hanoi capital City in 1972, Vietnam and spent his home land city. He was raised by his parents, together with his four older sisters. He was the youngest child. He finished his elementary education with honors and graduated salutatorian in high school. In November 1995, he obtained his University degree of Hanoi University of Technology in Mechano – Informatics Engineering technology. In September 2001, he also graduated Bachelor of General Business Administration in National Economic University. In May 2003, he obtained his Master in Development of Management (MDM) in Asian Institute of Management (AIM), Makati city, Metro Manila, the Philippines with Management Research Report title: “Expansion Strategy Of The Vocational Technical Education Project To Enhance Capacity Of The Viet Nam Vocational Technical Education And Training System” He started his career at Daewoo Plastics Engineering Ltd. Company (Korea) at Hanoi in September 1995 and then, he has been continued his career at Kurihara – Thang Long Joinventure Ltd. Company (Japan and Vietnam); High Technology Electrical Engineering Ltd. Company (Singapore); and then Sumitomo Densetshu Corporation (Japan) from January 1996 to September 2000 as Heating Ventilation Air Conditioning (HVAC) engineer in Hanoi. From September 2000 to 2006, he has worked at General Directorate of Vocational Training. From January 2007 to June 2009, He also gained knowledge and experience in leadership and state management as the assistance to Vice Minister of Ministry of Labour, War Invalids and Social Affairs. At present, he is Deputy Director, Department of Skills Development, General Directorate of Vocational Training. His main assigned functions iii and duties are development of National Occupational Skills Standards and questions bank and also management of skills competitions. He decided to take up Doctor in Business Administration (DBA) joined training by Thai Nguyen University (Vietnam) and Southern Luzon State University (Philippines) in 2010. He believed that gaining knowledge should be continuous and one should not be contented on earning a degree. There are many ways to upgrade one‟s knowledge and skills. Getting a formal education is only one of them. He was named in the Dean‟s List for three years and earned his Doctor in Business Administration in 2013. He plays tennis and swimming to make himself fit and healthy. He loves listening to alternative and pop music. He believes that life is a journey. Being successful is not reaching the top. It is how you made the journey and reaching your dreams. It is about relationship and helping other people realized their own dreams. He has accepted his limitations and continues to discover his weaknesses. For him, what is important is if reason ends, faith begins. To be happy, live a life according to the teachings of Christ. iv ACKNOWLEDGEMENT Acknowledgement is hereby given to the individuals who in some ways or another, made my DBA study more bearable and meaningful in the midst of academic pressures; and because of their presence and inspiring assistance, I was able to transcend my human weaknesses and was able to respond to the challenges of achieving creativity and success: To my highly respected Advisers: Dr. Conrado L. Abraham (SLSU), my first adviser who gave me the strength and the encouragement to believe in my capacities. Taught me not to be afraid and to keep holding on and be steadfast in achieving my vision/mission. He patiently “listened” to me in my “down” moments and guided me with his wisdom in the completion of my dissertation. Dr. Cecilia N. Gascon (SLSU), Dr. Tran Chi Thien (TNU), Dr. Walberto A. Cacaraan, DR. Joanna Paula A. Ellaga, Dr. Nelly I. Mendoza and Dr. Eduardo T. Bagtang, my panelists who made me see the beauty and meaning of sacrifice for greater cause, who gave me insightful, constructive comments to proceed with the dissertation in the right track. Prof. Dr. Duong Duc Lan, my external panelist and experienced expert and also high ranking policy leader in the Vietnam Vocational Technical Education Training system as the Director General, General Directorate of Vocational Training who shared his valuable time in giving me insightful advises which are valuable in developing my dissertation framework. v To all those kind and helpful individuals: All my Mentors/Professors in the DBA class who provided me with leadership and managerial skills combined with the “IQ and EQ” formations so that I can be one of those humble yet synergized souls who believe that the community and people-centered development is achievable in our midst. My Colleagues from General Directorate of Vocational Training who helped me in the collection of data and information. Staff for the International Center for Training (ICT), Thai Nguyen University and staff for University of Labour and Social Affairs for all the services they have extended to me especially with regards to facilitating my schedules, providing me the convenience and good environment for studying at their University. My Classmates for the exciting and effective learning discussions on cases study and adding more value to my life during study in DBA class. Special mention is for Do Thi Hoa, Nguyen Xuan Quang, Hoang Van Hung, Le Ngoc Quang, they never failed to support me at times of difficulty. Nguyen Phuc Huong and Nguyen Xuan Ngoc (Ronaldo), Nguyen Xuan Phuc (Clinton) my usually roommates during study time at Thai Nguyen University for being good friends sharing with me my joys and sorrows, happiness and tiredness during the time studying in Hanoi and Thai Nguyen city. My mother, my sisters and my friends and collaborative partners, who had always been with me and never ceased to support me through their patience. vi My wife, Thu Hang, for her love, patience, and belief in his abilities; for her sacrifices and understanding of leaving our home every Saturday, Sunday and often come home late after official working time to attend the DBA class and study dissertation; for taking care of our home and our family; My daughter Huong Giang and my son Truong Son, for giving me the reason to finish this dissertation; for my smiles that brings energy and inspiration; Dedication This Dissertation is dedicated to the following that have been the source of my energy and strength and will always be remembered every time I look back to my study experience: To the Great and Loving Mother, all my sisters, my wife, my children who silently gave me the energy and strength to withstand the tests of the „unknown‟ and the entirely new and unique experiences during DBA study and complete dissertation. vii LIST OF ABBREVIATIONS ADB Asia Development Bank ANOVA Analysis of Variance AQTF Australian Quality Training Framework BOG Board of Governors CPSISC Construction and Property services industry skills council CVET Continuous Education Training DEEWR Department of Education, employment and workforce relations DETB District Education and Technical Board DSD Development Skills Department GDP Gross Domestic Product GDVT General Directorate of Vocational Training IAC Industry Advisory Council ILO International Labour Organization ISC Industry Skills Council ITI Industrial Training Institutes IVET Initial Educational Training KCSE Kenya Certificate of Secondary Education KNEC Kenya National Examination Council KOICA Korean International Cooperation Agency KRIVET Korea institute of vocational education training MOET Ministry of Education and Training MOLISA Ministry of Labour, Invalids and Social Affairs MPE Master Plan on Education NOSAC National Occupational Skill Assessment Center NOSS National Occupational Skills Standard NOSTC National Occupational Skills Testing Centers NQF National Qualification Framework NQF National Qualification Framework NSDC National Skill Development Corporation viii NSSC National Skills Standards council NSTCS National Skills Testing and Certification System NSTMA National Skills Testing Management Agency NTIS National Training Information Service OLS Ordinary least squares OSD Occupational Skills Department RTO Registrated Trainng Organization SCOTESE Standing Council on Tertiary Education Skills and Employment SDF Skill Development Fund SPSS Statistical Package for Social Sciences SSC Sector Skills Council STC Skills Testing Center SWOT Strengths Weakness Opportunities Threats TAFE Technical and Further Education TEP Technical Education Program TESDA Technical Education and Skills Development Authority TIQET Totally Integrated Quality Education and Training UK United of Kingdom; UNEVOC: UNESCO – VOCational Education (International Centre for Technical and Vocational Education and Training) VET Vocational Education and Training VIF Variance inflation factor ix TABLE OF CONTENTS ACKNOWLEDGEMENT iv LIST OF ABBREVIATIONS vii ABSTRACT xii LIST OF TABLES xiii CHAPTER I. INTRODUCTION 1 Background of the Study 1 Statement of the Problem 5 Objectives of the Study 7 Hypotheses of the Study 8 Significance of the study 8 Scope and limitation of the study 9 Definition of terms 9 CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES 12 Definition of VET 12 A VET classification 13 A classification of VET 13 Classifying VET benefits 15 Figure 1: Types of VET benefits 15 Theories of Job Satisfaction 18 Herzberg‟s Theory 18 Vroom‟s Theory 19 Factors affecting to vocational education programs 21 Attitudes towards Vocational Skill Acquisition 21 Relevance of Learning Resources in supporting Skill Acquisition 22 Courses offered at the Vocational education training Centers 23 Staff and Administration Development at Vocational education training Centers 25 Satisfaction with learning and jobs 27 Institutional related factors affecting acquisition 28 Students related factors affecting skill acquisition 30 Examination related factors affecting Skill acquisition 31 Teachers related factors affecting acquisition of skills 32 Theoretical framework 34 Conceptual Framework 35 CHAPTER III. METHODOLOGY 36 Research Design 36 Research locale 37 Population and Sampling 37 Research Instrument 37 Data Gathering Procedure 38 x Statistical treatment 39 CHAPTER IV. RESULTS AND DISCUSSION 41 Profile of respondents 41 Vocational education training issues 43 Individual characteristics 43 Qualifications of lecturers at the training facility 45 Physical facilities at the training facility 46 Management capacity at the training facility 48 Job opportunities 49 Information on labor market 51 Support policies on vocational education training 52 Hypothesis 54 Empirical results 55 Significant differences between respondents‟ perception when they are grouped according to their profile 58 Age 58 Gender 61 Marital status 63 Income 66 Educational level 69 Overall 71 VET system 73 Figure 2: Relation between General Education and VET in Vietnam 74 Challenges of the VET 75 Evaluating development of National Occupational Skills Standards and partnership of VET and enterprise in Vietnam 76 National Occupational Skills Standards 76 Status of NOSS in Vietnam 77 Certification System 79 SWOT Analysis of Certification Framework 81 NOSS, Certification system and engagement of industries in VET 83 Figure 3: Relations among NOSS, Certifications system and VET 85 Legal system and regulations 85 Comparison of Legislation Between Korea and Vietnam 86 SWOT Analysis of Legal System and Regulations 89 Experiences about industries engagement in VET in major countries in the world 92 Australia policy‟s framework for industry strongly engagement in VET 92 Industry Skills council model 93 Registered Training Organizations (RTOs) 95 Korea‟s Meister High Schools Model for industry engagement in VET 96 The Philippines policy‟s framework for industry strongly engagement in VET 99 [...]... on Vocational training in 2005, which formalized VET system with 3 levels training or in other hand, 3 kinds of vocational training institutions: vocational training colleges; secondary schools for vocational training and primary vocational training schools These three kinds of vocational training institutions system have been produced amount of skilled workforce for labour market and serve the industries... developing many positive policies to develop a vocational education training system According GDVT, number of Vocational training schools increasing in each year In 2008, there were 129 Vocational training schools, but in 2012, there are total 455 vocational training schools, in which there are 155 vocational training colleges, 305 2 secondary vocational training schools and other 900 vocational training. .. 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 b) Gender c) Educational level d) Marital status e) Income 2 To analyze the perceptions of respondents including training staff,... contribute to the country mission “will basically become a developed country by 2020 Therefore, this thesis would like to discuss on: Analysis of factors influencing to Vocational Education Training in Vietnam: Implication for improving its quality period 201 3- 2020 Statement of the Problem International economic integration takes place today in both deep and width, the national economies of the region... comprehensive innovation of vocational training stage 2012 - 2020 With these points of view, the dissertation proposes a system of a set of criteria to evaluate quality of Vocational Education Training and analyzes status of VET in Vietnam, especially its weak points In addition, the study introduces modern models and value experiences from developed countries in improving Vocational Education Training Further,... and managers in VET sector in terms of: a, Individual characteristics b, Training quality c, Physical facilities d, Management capacity e, Job opportunities f, Information on labor market 8 g, Support policies 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... respondents in terms of age, gender, educational level, civil status and income? 7 2 What is the perception of respondents 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. .. 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... the strategy for development of vocational training stage 2011 – 2020, in which nominated Ministry of Labor – Invalid and Social Affairs to submit for government approval of the project “Basically and comprehensive innovation of vocational training towards 2020 in order to upgrade a skilled work force to meet the demands for development of industries and contribute to the improvmeent of nation‟s productivity... Strategy for development of education stage 2011 - 2020 and strategy for development of vocational training system stage 2011 - 2020 Two above strategies have the general objective is to develop a education vocational training system to support for development of socio-economy for country mission “will basically become developed country by 2020 , in which strategy for development of vocational training . 3 levels training or in other hand, 3 kinds of vocational training institutions: vocational training colleges; secondary schools for vocational training and primary vocational training schools of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines ANALYSIS OF FACTORS INFLUENCING TO VOCATIONAL EDUCATION TRAINING IN VIETNAM: IMPLICATION FOR IMPROVING. Directorate of vocational training has been developing many positive policies to develop a vocational education training system. According GDVT, number of Vocational training schools increasing
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