Management competency based training for construction engineering occupations in construction colleges

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES DAO VIET HA MANAGEMENT COMPETENCY BASED TRAINING FOR CONSTRUCTION ENGINEERING OCCUPATIONS IN CONSTRUCTION COLLEGES Major: Education Management Code: 62 14 05 14 SUMMARY OF PH.D. EDUCATION SCIENCE THESIS Hanoi, 2014 The dissertation is completed at: THE VIETNAM INSTITUTE OF EDUCATION SCIENCES Instructor: Prof.Dr.Sc. Nguyen Minh Duong Dr. Phan Chinh Thuc Reviewer 1: Ass.Prof.Dr. Do Minh Cuong General Directorate of Vocational Training Reviewer 2: Ass.Prof.Dr. Phan Van Nhan The Vietnam Institute of Education Sciences Reviewer 3: Ass.Prof.Dr. Bui Minh Hien Hanoi National University of Education The thesis is defended before the juridical board at the Institute level at The Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi On ……………………… 2014 The dissertation can be found at: 1. The Vietnam National Library 2. The Library of The Vietnam Institute of Educational Sciences 1 INTRODUCTION 1. Reasons for choosing topic The resolution of the 8th Conference of the Party XI confirmed viewpoints: “Development of Education and Training (MOET) is to enhance the intellectual, human resources training, talent fostering. Moving up the process of education from mainly equipped with the knowledge to comprehensive capacity and quality development of learners. Learning by doing, linking theoretical to practical, school education combined with family education and social education.” Competence Based Training (CBT) has been being the new trend of education and training and has made fundamental changes in the teaching process. Advantages of CBT have met the needs of both learners and employers. Construction is a multidisciplinary field of economics, related to many fields, influenced by scientific and technological advances such as mechanics, electronics, materials technology, construction, Demand for high-quality human construction industry today is huge. However, quality of training did not meet the practical requirements of production This is a great challenge as well as a motivation for the Training Facilities (TF) who must actively look for solutions to meet the labor needs of the engineering industry. The network of TF in Ministry of Construction (MoC) includes 33 schools. For years, the schools have had a positive innovation in training, started training with CBT or credit training; however, the deployment process has been still struggling, as results have not achieved the desired goals. This is due to many reasons, but the main reason is most of schools have not renewed the way of training management (TM). For the above reasons, the authors selected topic “Management competency based training for construction engineering occupations in construction colleges” for the PhD. thesis. 2. Research purposes Proposed solutions to manage CBT for construction engineering occupations (CEO) in construction colleges, to gradually improve the quality and efficiency of training and to meet the requirements of practical production and demand for business sector in construction. 3. Subjective and objective research * Subjective research: Train CBT in construction colleges. * Objective research: Manage CBT in construction colleges. 4. Scientific hypothesis Nowadays, CBT is being implemented in colleges of construction; however, the way of management of vocational training in general and TM of CEO in particular have not been renewed. So there are still weaknesses and shortcomings from input 2 management, the teaching process management, output management and ability to adapt to the impact of the new context; therefore, the quality of training did not meet the requirements of enterprises. If it is synchronized the techniques training management on CBT include the management of inputs, management of the teaching process, manage the output elements, it will take steps to improve the quality and efficiency training to meet the business requirements of the construction industry. 5. Research tasks - Do research and development of a theoretical basis for vocational training and TM on CBT. - Assess the reality of training and TM of CEO on CBT in construction colleges. - Recommend solutions of training TM of CEO on CBT in construction colleges. - Test the feasibility and practicality of the solution. 6. Limit the scope of the study - The thesis is limited according to research of TM of CEO on CBT the vocational college level (VC) in construction colleges. The survey was carried out in all colleges under the MoC who train CEO. - The test is limited to 2 solutions and conducted at the College of Urban Works Construction (MoC). 7. Approach and methodology * Approach - Approach to the market. In the market mechanism, schools need to be managed and operated under the laws of the market economy. The quality is the deciding survival factor of training colleges, therefore, the colleges must continually improve quality to meet customer needs and to be competitive, survive and thrive in the market economy and international integration. In short, training management must be to quality-oriented. - Approach to outputs target: Competency based training. Training technical workers must be moved to reach the goal, taking the target as the target output towards the formation of power needed for students so that after graduation they can do in the position certain employees in accordance with professional standards and have the opportunity to find work. - Approach to process. The quality of the whole process! To manage the training towards quality needs to manage from the input, the teaching process to the output, and also pay attention to the impact of the new context, especially the renovation of fundamental and comprehensive education and training, advancement of science and technology of the construction industry 3 * Methodology - Methods of theoretical studies: Collect relevant information, analyze, synthesize, evaluate and apply to the construction of a theoretical basis. - Practical research methods: Analyze the activity of training management according to CBT shows the actual situation in organization, management training process in order to identify strengths, weaknesses and causes, as the basis for the identification of innovative solutions for training management. Some methods are used such as: survey method using questionnaires; Summation method of education experience; Test methods. - Other methods: Methods of experts; Methods of mathematical statistics. 8. The argument for protection 1) TM is crucial to the success or failure of the market mechanism in the colleges. To improve the quality and effectiveness of training which can be met the business requirements, the colleges must renew methods of TM that is the key step and breakout step in each college; Accordingly, The colleges should use the views, modern management model in TM. 2) Applying the model CIPO: CBT depends on the inputs, the teaching process, the output elements, and attention to the impact of the new context, especially renewing fundamental and comprehensive education and training, scientific and technological progress of the construction industry and the market economy is consistent with the TM of CEO profession towards quality. 3) Implement training method according to CBT is necessary for colleges of construction to be able to quickly innovated training output approach, gradually improving the quality of training to meet customer requirements and contribute to the development of the country's construction industry. 9. New contributions of the thesis * Methodologically: Applying CIPO models and philosophies, principles of CBT, the author has developed a theoretical basis for management of CBT. * Practicality: Assessing the situation of training and TM of CEO in construction colleges based on the followings: quality and effectiveness of training; manage the enrollment, teaching staff development, improve physical facilities and teaching equipment, organize the teaching process, assessment outputs and output information as the basis for proposing practicality solutions. 6 recommend solutions is practical and feasible to manage TM of CEO on CBT in construction colleges with the teams: manage the inputs, the teaching process, and the output elements. 4 CHAPTER 1: THEORETICAL BASIS ON VOCATIONAL MANAGEMENT OF COMPETENCY BASED TRAINING 1.1. Overview of research issues * Overseas + About CBT: Along with the development of behavioral learning theory and training approach targeted output, CBT was conducted very early in some industrialized countries. Many studies of foreign scholars have analyzed, evaluated, summarized and suggested the ability to apply training methods of CBT on Education and Training. There have been numerous reports summarizing on CBT that strongly growth in the 1990s with a series of big organization in the United States, Britain, Australia, New Zealand, Wales etc. and in many Asian countries such as Singapore, India, the Philippines, Brunei, Malaysia,… Each country, each organization applied training methods of CBT with different level based on each factual condition. All above researches showed: CBT is a tendency that many nations, many scientists are interested in research in many different angles and application in the teaching process at universities, professional and vocational colleges. Theory of CBT is applying appropriate depending on the characteristics of each country. + About vocational training management: has many professionals, scientists’ research with many angles, different approaches to each national institution, and each stage of development. Recently, Vocational training management has been studied towards to marketing and concerned by management professionals. * In the country + About CBT: In our country, from 1987 to 1990, modular training skills have been organized by Institute of Vocational Scientific Research and Vocational Technical Center. They have organized several conferences and began testing short-term training in a number of vocational training centers. In 1990s, many studies of inland and outland scholars, organizations researched, analyzed, evaluated, reviewed and proposed specific solutions, to introduce CBT in vocational teaching and vocational teachers in Vietnam. + About vocational TM: Vocational TM in Vietnam is also the subject of management scientists, research professionals, seeking application in the past dozen years with each stage of development of the country. Recently, trend of innovation in vocational TM in Vietnam has accessed to the world; especially when we are deepening integration, development opportunities open up along with the challenges with a negative impact on education and training system. 5 In short, CBT is a training method which is not new to the world but in Vietnam it has mainly been applying in vocational training. The research in Vietnam is not much; most of the research has just mentioned viewpoint, orientation, or research applying only in a narrow range, a part of the teaching process, practical teaching management when applying CBT methods. Vocational TM on CBT has not had yet, therefore that is a new way to contribute to the effective implementation of CBT in vocational training. In the dissertation, the author has studied, inherited, compared with multiple points, the data from the studies mentioned above. 1.2. Basic concepts * Competence and Competency Based Training Competence is understood that capability or functionality to execute well one the job but not quite clear for particular work as well as the standard regulations to estimate its level. CBT is the combination of three elements of knowledge, skills and professional attitude that each individual needs to complete the mission and work of a professional standard rules of certain conditions. * Training management Management is the impact of customer management subjects to be managed in a particular environment with the tools and management methods appropriate to achieve its objectives. Management has four functions: Planning; Organization of implementation; Leadership and direction; Testing and evaluation. Training is done to an individual who has become CBT according to certain standards through activities of teaching and learning associated with moral education, personality learners to meet manpower requirements of the market labor. Training management is subject to the impact of customer management to be managed in the training process through the function of managing and using the tools and methods appropriate management to achieve common goals the training process and students have been prescribed a standard CBT. * Standard jobs and outputs Professional standards (or standard CBT) is a set of rules to do the work and achieve the level required to perform the work at locations corresponding to the employee's job levels. Standard output is the school's commitment to the objectives of social education (knowledge, skills, and attitudes) of a training program (TP), thereby confirming CBT for the specific work that students will be in accordance with prescribed standards in the field of vocational training after school. 6 1.3. Competency Based Training * Philosophy of CBT: Philosophy of CBT is the training process based on the specified criteria for a profession and training that standard that is not based on the training time. * Characteristics of CBT: To develop the TP according to CBT should be treated by a three - aspect system: Identify competency, develop the competency and Evaluate objectively capacity. To determine the competency, the starting point is usually the outcomes and output-oriented is the most basic characteristics with main meaning of CBT, it orients and focuses on result, at the output of the training process, that means: Each learner can do something in a certain situation as labor standards set out. Characteristics of CBT have two components: Teaching and learning CBT and evaluating and certifying of CBT. * Content of CBT: The content of CBT is the integration of the system of scientific knowledge, techniques, methods related to occupation; system of vocational skills; experience systems innovation activities and knowledge systems of occupational attitudes to ensure that students have the ability to adapt to changes in production practices. * CBT in relation to the labor market: Process of CBT must have closed ties to the labor market through a system of skill standards and recognition skills. * Organize CBT: To determine a learner who has completed TP, they based on proficiency in all CBT in TP in the standard output. The amount of time is not required for learning because students can learn according to ability and pace of their own, not dependent on others, as long as enough time to absorb and be proficient in the CBT. This allows students to be able to study and finish school at any given time. Academic record of each individual and everyone learns adequate storage. Learners can study the transition from the program or school does not need to repeat the CBT based on the credit system has previously granted. CBT focuses on solving problems for learners. The assessment of learning outcomes of learners based on performance criteria, they are determined primarily from professional standards. * Conditions for CBT: Precondition for training organizations as the CBT is to identify a CBT system as outputs of the training process and orientation as the basis for all subsequent activities of teachers and students. The requirements (conditions) organize CBT: + Construction and development TP of CBT according to each grade level on the basis of professional standards; + Ensure the necessary conditions for team teachers, facilities and equipment for training to meet the training requirements of the CBT; 7 + Use appropriate tools to manage training following the learners’ demand and the ability. Use management software combined with support from Internet connectivity to create the electronic portal for the process of “transactions” between TF and learners. 1.4. Training management according to CBT 1.4.1. Training management towards quality: TM with the biggest aim is to continuously improve the quality and effectiveness of training, because the training quality is of vital concern training facilities in the market mechanism. Some models of TM toward to quality has been studied and applied as model of TM and CIPO model. The quality of training does not exist as itself but there is a process, UNESCO has launched CIPO management model, in which has components: input management (Input), process management (Process), output management (Output / Outcome), and the impact of context (Context). Along with the management approach according to the process, CIPO has added components impact of context; that means, after taking into vocational TM, CIPO model training process has controlled all factors and the impact of the economic environment - social up to the training process to meet quality-oriented practical requirements of production and business needs. Meanwhile, TM will be placed in an environment of “movement” with more comprehensive meaning In short, TM should be a process-based approach; oriented output approach - CBT; market access - towards quality. 1.4.2. Applying model management CIPO in vocational training of CBT: According to Figure 1.6, the groups of management content consists of: input management, process management, output management and the impact of context to vocational TM. + Input management: - Management counseling, vocational guidance and vocational enrollment as CBT, including: manage admissions policies, admissions process (Learners’ subheadings, class layers, ) and help secondary vocational students choose a career according to CBT. - Manage and develop TP as CBT. On market access perspective, to develop vocational TP as CBT, TF must keep abreast of the needs of the business, updating the achievements of advanced science and technology related jobs and feedback from users employers, students had to go to work after graduation, to improve individual courses completed, CBT modules must suit with new requirements of the labor market. - Manage the quality assurance conditions, meet the requirements of CBT, including: Manage the recruitment process, use, training and retraining teachers to teach CBT; manage the procurement process, construction, maintenance and use of equipment and teaching aids for CBT. 8 Figure 1.6: Applying the model CIPO in management CBT + Process management: Process management is to manage the process of teaching and learning occupations - a process that combines continuous interlocking, flexible, flexibility between teaching and learning process for the assessment of teaching and learning in order to ensure the implementation of CBT are fulfilled from initial preparation to the final result. To manage the process of teaching and learning on CBT need for planning, directing and administering learning TP process which was designed to meet the requirements of the CBT. In this process, note the evaluation of teaching and learning outcomes of CBT to ensure results are evaluated according to the process and through standards CBT. + Output management: - Management assessment outputs of CBT. Outputs (for CBT) was assessed with a combination of knowledge, skills, attitudes. The availability of corporate professionals engaged in the process as checking the quality of products before release. - Manage certification, diploma apprenticeship of CBT. Noting the degree of flexibility of certificates (credits) per module and the assemble of completed certificates to get diplomas corresponding to the level of training as prescribed. - Manage Output information. Through enterprises’ needs as employment (location, quantity, degree requirements ), prospects for career development ; through management of multi-dimensional information from the environment of economic development - society, from enterprises and from students who have - Management Admissions officers (HS) - Manage the development TP of CBT - Manage the quality assurance conditions (teachers, facilities and equipment ) Input management Process management - Manage the process of teaching CBT - Manage the evaluation of outputs CBT - Manage work diplomas and certificates modular CBT Management Information output: - Jobs - Prospects for career development Output management Tác động của bối cảnh đến VTM - Institutional, policy, population - Progress of science and technology - Relationship schools and businesses - International Integration, Competition Partner - Investment in vocational training [...]... training in the colleges of construction: The TF in MoC are training 45 jobs in 4 vocational groups 12 * Teaching and learning of CBT: The Colleges of construction are planning training and applying the methods of annual statutes for the main system The result is the “output” of the training process is not much difference, which has not met the requirements of the business Through the survey, the colleges. .. research and propose for appropriate solutions TM 11 CHAPTER 2: THE REALITY OF TRAINING MANAGEMENT ON CBT FOR CONSTRUCTION ENGINEERING OCCUPATIONS IN CONSTRUCTION COLLEGES 2.1 Characteristics of skilled labor in the construction industry Labor’s engineering construction industry specific nature, diverse professions, level uneven Industry structure in many fields of construction occupations heavy, dangerous,... development, choosing appropriate job training - Continue to invest properly for the TF to ensure the minimum conditions in organizing training and vocational TM for CEO particular and general vocational TM as CBT * To Training Facilities - Innovate leaders’ management thought of the school, then, let's consider the school as a “business in training in the market economy to quickly access management approach... Controlling vocational counseling and vocational enrollment of CBT Organizing development TP of CBT - Organizing recruitment and retraining of teachers - Organizing teaching equipment Leading development TP of CBT Leading recruitment, retraining of teachers - Leading improving of teaching equipment Controlling development TP of CBT - Controlling the recruitment, retraining of teachers - Controlling for. .. level of skills and teaching ability of teachers with the teaching room facilities has met the requirements of integrated teaching CBT is difficult for the colleges * Process management: Managing the teaching and learning process in construction has renewed but not quite suitable with certain requirements of CBT Planning, directing and implementing training plans have yearly training style and entirely... benefits 16 CHAPTER 3: SOLLUTIONS OF OF TRAINING MANAGEMENT ON CBT FOR CONSTRUCTION ENGINEERING OCCUPATIONS From a theoretical basis and practical basis for the vocational TM according to the approach CBT, combined with the strategic planning of human resources development in Vietnam and the construction industry for the period 2011-2020, in principle ensure uniformity, the practicality and feasibility... standards need to follow the cycle as shown in Figure 3.1 Establish a Steering Committee, a standing unit Plan and develop the training program Direct, guide and organize the training program Check and evaluate the training program Issue output standard of training program Organinize teaching as training program Adjust, supplement annually Figure 3.1: The cycle of management and development vocational TP... weaknesses of management of the teaching and learning CEO as CBT; and providing incentives for both teachers and students are actively campaigning for the role of each group in the process of teaching and learning Create an important basis for evaluating the results of the teaching and 20 learning CEO as CBT; because, when organizing of the teaching and learning process ensures proper training required... and procedures together form unity in service management Investment in building an information system of employment and the labor market on the Internet and SMS systems management software with a consistent and effective Organize training and fostering for the staff of management and employees in connection management and multidimensional information directly vocational counseling, job placement 3.4... construction training technique to building with vocational college – level 2.3 Survey on the reality of training management on CBT for CEO * The purpose and content of the survey: Acquire information as a basis for a realistic assessment of the status of training and training management CBT in the field of construction in colleges through discussions with the leadership, staff of management and teachers; also . MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES DAO VIET HA MANAGEMENT COMPETENCY BASED TRAINING FOR CONSTRUCTION ENGINEERING OCCUPATIONS IN CONSTRUCTION. of CBT in construction colleges * Fields of training in the colleges of construction: The TF in MoC are training 45 jobs in 4 vocational groups 12 * Teaching and learning of CBT: The Colleges. of training. 2.5. The reality of the training management CBT for CEO in construction colleges * Input management: + Managing admissions officers has made certain changes in order to continue