Level of autonomy on the management of vocational schools () in hanoi city, vietnam

THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines  LEVEL OF AUTONOMY ON THE MANAGEMENT OF VOCATIONAL SCHOOLS IN HANOI CITY, VIETNAM A RESEARCH PROPOSAL PRESENTED TO THE FACULTY OF GRADUATE SCHOOL SOUTHERN LUZON STATE UNIVERSITY LUCBAN, QUEZON, PHILIPPINES THAI NGUYEN UNIVERSITY S.R VIETNAM IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTORS IN BUSINESS ADMINISTRATION Phạm Quang Vinh (Stone) Hanoi, 2013 CHAPTER I THE PROBLEM AND ITS SETTING Introduction Autonomy of institutions in the field of education is understood as selfdetermination and self-responsibility under the laws and the requirements of society for all its activities such as finance, personnel and organizational structure, training programs, strategic planning, etc Autonomy does not mean relinquishing management from the state In contrast, autonomy given to schools is considered as one of the most important solutions to bring motivations, new life for training institutions to improve the efficiency, educational quality and social responsibility of the schools Vietnam is in the process of institutional transformation from the planning bureaucracy - subsidy economy to the market economy completely Accordingly, education and training is not only seen as a public utility sector, but also considered an important service sector that has been contributing significantly to the sustainable development of market economy Background of the study The developments towards a different model of governance in many advanced societies have been characterized with the phrase “regulatory state” (Moran 2002), i.e a state where direct public ownerships is replaced by regulating more autonomous units As a general rule, vocation schools have become more autonomous – free from line-itemized budgets, input control, and detailed prescriptions on curricula (Santiago et al 2008) The greater autonomy is at the same time balanced by new accountability mechanisms (Santiago et al 2008) Therefore, the autonomy of the schools is limited to make the selection of the training majors as well as to determine the suitable training model upon requests of the labour markets and training capacities of schools actively At present, Vietnam doesn’t have enough the particular laws to encourage the enterprises and schools to “shake hands/ cooperate” closely so as to train students to meet the demands of the labour market Schools still train students with their own programs without being concerned much about what the labour market requires The stagnations, the inactiveness of the schools are affected directly by the management methods, which are lack of the motivation and exist the bureaucracies of the managers and leaders Currently, autonomy is inevitable trend of the policy orientation in the development of education and occupational education sector in Vietnam Autonomy can be considered as a key tool to reform and revive the occupational education system in Vietnam This research will also mention some experiences in developing the occupational education policies in some advanced countries Based on that, this study will give out useful lessons to develop the policy framework of occupational education sector in Vietnam Statement of the Problem • The basic information exploited from the interviewees under the angles of: − Ages − Qualifications − Job positions − Gender − Working experiences in education & training field • What is the existing level of autonomy on management of Vocation schools in Hanoi city, Vietnam in items of: − Organizational autonomy − Financial autonomy − Staffing autonomy − Academic autonomy • Which of the autonomy factors were enjoined much or least of the vocational schools as perceived by respondents? • What should be the extent of autonomy on the given indicators that may be spelled out by Private and Public vocational schools? • What plan program can be developed to support the autonomy to develop professional education institutions? Hypotheses There is no significant different on perceived autonomy by group of respondent and their profile CHAPTER REVIEW OF RELATED LITERATUES AND STUDIES This chapter will present concepts and theories that have significant effects on the conduct of the study Review of related literatures and study will present what had been written about the subject Finally a Conceptual framework that will aid the conduct of this research work will be established Concept on Education and Vocational school • Occupational education (education based on occupation or employment, also known as Technical Vocational Education and Training - TVET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc In Vietnam, Occupational education sector is a system that includes professional secondary schools, vocational schools, vocational colleges and other vocational institutions • Vocational school (or trade school, or career school), providing vocational education, is a school in which students are taught the skills needed to perform a particular job Traditionally, vocational schools have not existed to further education in the area of liberal arts, but rather to teach only job-specific skills, and as such have been better considered to be institutions devoted to training, and not liberal arts education In the the scope of this dissertation, concept of vocational school in Vietnam is meant to be a institution of Occupational Education System The problems of autonomy and autonomy schools • Autonomy: Autonomy is an importance content of in the field of organizational management (de Boer, 2010; Jongboed, 2010) It is understood that the right to making-decisions its-self of an organization Of course, autonomy must be tied to their accountability for the consequences of this decision with the authorities, their stakeholders and the community • Effective autonomy: Autonomy can make the environment necessary for the proper functioning of the Autonomy -Assessment - Accountability framework To work properly, autonomy of the school must have political support at the central and local levels, it should have a legal framework that allows autonomy to function unimpeded, and should have the assent of teachers If teachers are not in agreement what happens in the classroom will be very different from what autonomy intended (Arcia, Porta, and Laguna, 2004) • School autonomy: As the report by the Committee on Autonomy and accountability of higher education establishments of the Central Advisory Committee on Indian Education (2005), autonomy is understood as a system of regulations on the decentralization in decision making of the superior to the subordinates to encourage their creativeness and activeness in order to obtain the higher efficiency in management School autonomy is a form of school management in which schools are given decision-making authority over their operations, including the hiring and firing of personnel, and the assessment of teachers and pedagogical practices School management under autonomy may give an important role to the School Council - representing the interests of parents - in budget planning and approval, as well as a voice/vote in personnel decisions By including the School Council in school management, school autonomy fosters accountability (Di Gropello 2004, 2006; Barrera, Fasih and Patrinos, 2009) The studies of Thomas Estermann, Terhi Nokkala & Monika Steinel (2010) gave out the dimension of school autonomy with four factors and its criteria in Table 2.2 Other studies of Estermann & Nokkala (2009), Thomas Estermann (2011), Yu-Ling Hsu Flora (2012) and sources from Eurydice (2007) pointed out the specific contents for each criteria that are described in Table 2.2 The specific contents of this description are also shown in Appendix A: Questionnaire Checklist of this study Table 2.2: Dimension of School autonomy Overview on status of education system and school autonomy in Vietnam • Structure of Vietnam education system and its actives: It presented in this dissertation (page 34 – 37) • Occupational Education Institutions: It shown the history of establishment and development of the occupational education institution in Vietnam from French colonialism period to now • School Autonomy in Vietnam: Presenting of the basic contents of Decree No 43/2006/ND-CP, dated 25/4/2006 of the Government, identified autonomy, selfresponsibility for tasks, organizational arrangements, staffing and financing of public schools at three levels: (i) self ensure all of operating costs: the school has revenue greater than or equal to the regular operating costs; self-ensure all of regular costs for their activities; (ii) self-ensure a part of the cost of operating: school have income to self-ensure from 10% to less than 100% of the cost of regular operating, the rest are allocated by the state budget (iii) depends entirely on the state budget: income of the school is less than 10% of the cost of regular operating, or no income; all of regular operating cost will be ensure by the state budget Related studies (It is presented detail in dissertation) Conceptual framework Figure 2.6 Research model for assessment of level of autonomy on the management of vocation schools in Hanoi, Vietnam Independent Variables Dependent Variable Organisational autonomy Financial autonomy School Autonomy Staffing LIBERATING OF SCHOOL ACTIVITIES autonomy Academic autonomy AUTONOMY MOTIVATIONS ACTIVITIES CHAPTER RESEARCH METHODOLOGY Research Design This study was designed primarily to use the tools and methods of quantitative analysis to evaluate the autonomy practices in vocation school in Hanoi city and propose innovative solutions for the improving managing autonomy in those Vocation schools Subject of the study It includes public school and private school in Hanoi city, Vietnam In which 184 managers whose is member of managing school and 355 respondents are teacher or lecturers who teaching at those vocation schools Their responses on the existing level of autonomy on management of Vocation schools were evaluated, as well as the encountered problems (difficulties) Recommendations to support the autonomy to develop professional education in vocation school were identified to solve the problems Statistical treatment Some qualitative and quantitative criteria such as: gender, age, department, position, working experiences which was processed through frequency or distributed percentage The table 3.3 below shows that the needed data and the treatment required processing it Table 3.3 Type of data and methods of gathering and processing Items  I Profile of respondents  II Respondents’ perception  Methodology  Data   Frequency Count, Percentage  Survey  Weighted Mean, ranking  Survey  ANOVA – one way  Survey  Description  Survey  III The different on perceived autonomy by group of respondent and their profile.  IV Difficulties encountered in the autonomy actives in vocation school in Hanoi city   10 CHAPTER PRESENTATION ANALYSIS AND INTERPRETATION OF DATA In this chapter gathered data were presented, analyzed and interpreted in order to answer the problems and sub problems posted in this research Assessment of the respondents on the existing level of autonomy on management of Vocation schools in Hanoi city Table 4.2.3: The existing level of autonomy on management of Vocation schools in Hanoi city in terms of Identifying of Organizational autonomy Indicators  Selection procedure for the executive head  Selection criteria for the executive head Dismissal of the executive head Term of office of the executive head External members in school governing bodies  Capacity to decide on academic structures  7.Capacity to create legal entities Average  Public vocation schools Mean VI Private vocation schools Mean VI Over-all Mean VI 2.96 AV 2.82 AV 2.89 AV 3.12 2.86 3.29 AV AV AV 3.05 2.62 3.31 AV AV AV 3.09 2.74 3.3 AV AV AV 3.09 AV 3.08 AV 3.09 AV 3.25 AV 3.15 AV 3.2 AV 3.4 3.09 HI AV 3.3 AV AV 3.35 3.05 AV AV The autonomy of institutions of vocational training schools in Hanoi are evaluated at the average, many criteria are undervalued This shows that there are many limitations in expanding democracy, strengthening accountability and autonomy of the organizational structure of schools This problems should be overcome Specifically: Review both of the external and internal of the schools to select their managers; Strengthening the role of the school in the making-decision processing to appoint or dismiss their managers; Appointment or dismissal of managers based on the capacity, quality and efficiency of their operating; Upgrade the role of School Councils and additional external members on the Managing Board; Empower the schools to decide the academic structure and enhance their accountability ; Innovate the system regulations to allow the schools establish their legal entities 11 Table 4.2.6: Mean Distribution of Responses on the existing level of autonomy on management of Vocational schools in Hanoi in terms of to Identifying of Financial autonomy Indicators 1.Length and type of public funding 2.Ability to keep surplus 3.Ability to borrow money 4.Ability to own buildings 5.Ability to charge tuition Fees Average Public vocation schools Mean VI Private vocation schools Mean VI Mean VI 2.84 2.90 3.09 2.91 3.01 2.95 3.04 2.98 3.07 2.75 2.94 2.95 2.94 2.94 3.08 2.84 2.98 2.95 AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV Over-all Sum up assessment of financial autonomy of vocational schools in Hanoi, both groups of respondents agreed that the indicators of financial autonomy did not meet the their wishes, there are many content needs to improve The State have had new policies that aim to promote financial autonomy of the schools But it exist the complex regulations and unreasonable management policies Awareness of managers about financial autonomy in the vocational schools is still limited They not really understand how to effectively use financial autonomy to develop their schools Therefore, the implementation of the financial autonomy of vocational schools in Hanoi was not successful Table 4.2.9: Mean Distribution of Responses on the existing level of autonomy on management of Vocational schools in Hanoi in terms of to Identifying of Staffing autonomy Indicators Capacity to decide on recruitment procedures (senior academic/senior administrative staff) Capacity to decide on salaries (senior academic/senior administrative staff) Capacity to decide on dismissals (senior academic/senior administrative staff) 4.Capacity to decide on promotions (senior academic/senior administrative staff) Average Public vocation schools Mean VI Private vocation schools Mean VI Over-all Mean VI 3.06 AV 2.86 AV 2.96 AV 2.98 AV 2.8 AV 2.9 AV 3.115 AV 3.12 AV 3.12 AV 2.67 AV 2.76 AV 2.72 AV 3.07 AV 2.95 AV 3.01 AV 12 Staffing autonomy in vocational schools in Hanoi is only a inadequate level, not really effective Most of the criteria set out respondents rated at average It shows that there are several problems, such as: Rigid rules of state agencies in the recruitment, appointment and dismissal of personnel; Salary policy in the schools dependent the salaries system of the State, it should not create positive incentives for managers and teachers; Lack of specific regulations for job titles, it lead to difficult to assess the quality and effectiveness of staff's working Table 4.2.12 Composite of Mean Distribution of Responses on the existing level of autonomy on management of Vocational schools in Hanoi city in terms of to Identifying of Academic Indicators  1.Capacity to decide on overall student numbers  2.Capacity to select students  3.Capacity to introduce and terminate degree programmers  4.Capacity to select quality assurance mechanisms and providers  Capacity to design content of degree programmers  Average   Public vocation schools  Mean VI Private vocation Over-all  schools  Mean VI  Mean  VI  3.03  AV  2.95  AV  3  AV  2.59  LO  2.57  LO  2.58  LO  3.09  AV  3  AV  3.05  AV  2.76  AV  2.62  AV  2.69  AV  2.54  LO  2.41  LO  2.48  LO  2.92  AV  2.85  AV  2.89  AV  Academic autonomy is an important factor in school's autonomy However, both of two groups (public and private schools) are not highly evaluated the criteria in this content, even some criteria was evaluated very low It shown that: the authority is still a person who decided number of students to recruit every year of the schools; Most of vocational schools in Hanoi are struggling in enrollment due to competition as well as the inadequacies in the system of state management of vocational training, so they not have many opportunities to choose students; Quality assurance system in the vocational schools in Hanoi is quite outdated and inefficient Most of vocational schools in Hanoi have not successfully to built good quality assurance mechanism; The regulations in building training program is rigid, and the schools lack of experts and resources to build training programs to meet the needs of labor market 13 Assessment of the importance of autonomy factors in vocation schools The general assessment of the importance of the active content of autonomy at the vocational school in Hanoi, the result was presented in table 4.3.5 Table 4.3.5: Composite off Mean Distribution of Responses on the importance of autonomy factors in vocation schools in Hanoi city Over-all Indicators Mean VI Rank • Organization autonomy 3.21 AV • Financial autonomy 3.48 HI • Staffing autonomy 3.16 AV • Academic autonomy 3.18 AV 3.26 AV Average Factors should be the extent of autonomy on the given indicators that may be spelled out by Private and Public vocational schools The vocational school in Hanoi should add more the following item to the operation of the school in order to turn as (1) Collaboration with schools, the offices and other informal, (2) Local authorities control the opening of new schools or consolidation of the schools., and last is (3) The power of the State management agency by the law with the schools Significant Differences Between the Respondent’s Profiles and Perception on the level of autonomy on management of Vocation schools in Hanoi city There is significant in relation between respondent’s working position and their perception on school autonomy in item of Organization autonomy (both of public and private schools) In the public schools, there is significant in relation between respondent’s working division and their perception on school autonomy in item of Organization autonomy And in the private schools, there is significant in relation between respondent’s working division and their perception on school autonomy in item of Financial autonomy 14 CHAPTER FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary This research used a combined methodology of both quantitative and qualitative approaches were applied to get a general understanding of the level of autonomy on management of Vocation schools in Hanoi city, Vietnam The research gathered the qualitative evaluations from managers and teachers/ lectures in the items of Organisational autonomy, Financial autonomy , Staffing autonomy , and Academic autonomy After that, researcher used One-way ANOVA method to quantify the qualitative factors obtained above Base on this analysis results, the researcher made the general comment about the level of management autonomy of the vocational schools in Hanoi The researcher also gave out the recommendations to promote autonomy in order to improve the quality and effectiveness of the school's activities Findings Based from all the data presented, analyzed and interpreted, the following findings were obtained, this research approched some findings about the existing level of autonomy on management of Vocation schools in Hanoi city: Organizational autonomy: (1) The appointment and dismissal of managerial positions in vocational schools in Hanoi are highly dependent on decision of the authorities rather than based on the operational efficiency and capacity of those managerial candidates (2) School Councils does not meet its role to expand the autonomy, enhance the transparency and accountability of the schools The involvement of external members on the School Council was still formalistic It does not help to promote relationship between vocational schools with enterprises and the community (3) The vocational schools not have full organizational autonomy, such as the making-decision to establish their units Moreover, these units are not full legal entity Therefore, the flexibility and efficiency of the schools as well as their units are limited in management, manufacturing, and services (4) Vocational schools have more right to decide the academic structure However, they not use the right effectively to build their own appropriate training programs (5) The State management system of Occupational education in Vietnam shows the overlap, 15 fragmentation and lack of coherence between MOET and MOLISA This has caused many unreasonable and conflict in internal of the system, differences between the types of vocational schools, waste and inefficiency in occupational education investment Financial autonomy: (6) The vocational schools in Hanoi need to borrow capital, but they were faced with many difficulties and barriers to get loans from credit institutions, investment funds, or the state budget to improve their quality and scale of training (7) Current laws not encourage vocational schools keep a part of annual profits for reinvestments (8) The public vocational schools are not enough owners of the buildings that they are assigned managing and using Most of private schools cannot afford to buy land and buildings Therefore, they lack necessary incentives to use land effectively (9) The government does not have effective policies to encourage the development of private vocational schools (land, financial support ) There are inequities in the state's investment between public vocational schools and private vocational schools With low salaries after graduation of students of vocational schools as now, private vocational schools can not obtain high fees to ensure the quality of training and competing with the public schools Staffing autonomy: (10) Staffing autonomy in vocational schools in Hanoi are rated inadequate level HRM applying in these schools has just started Their policies as recruitment, salary, dismissal, evaluation, and reward are highly dependent on the rigid and outdated regulations So it is difficult to choose the appropriate staff as well as to lay off employees, not creating positive incentives for employees Academy autonomy: (11) Almost vocational schools in Hanoi are facing with difficult in recruitment new students Number of new students always is less than number in their plan The schools have not much opportunity to select students (12) Quality assurance system of the vocational schools is inefficient Although the authorities encourage the schools to approach the advanced quality management systems, but very few schools work with an independent consulting organization to build their training quality management system (13) Capacity in building program of the vocational schools is weak They have not enough experts, lack of resources and support from government (statistical data, policies to connect the schools with labor market) Conclusions Autonomy in vocational schools in Hanoi - Vietnam is still in the early stages of the transition It raises the issue that need innovation in government policies and the 16 deepening research to promote the autonomy of vocational schools to improve the efficiency and quality of training of human resources Evaluate the importance of the factors of autonomy on management of vocational schools in Hanoi: (1) Financial autonomy is an issue of the first concern in vocational schools in Hanoi, because it is the basis as well as important motivation to implement other factors of autonomy in vocational schools (2) Next is Organizational autonomy factor Currently, state management is overlap in the occupational education sector It leads to many problems as inequalities, lack of control and inefficiency in the occupational education system This issue combined with the internal limitations of the vocational school that made the limitations of their development and the effectiveness (3) Academic autonomy is the third important factor, and the last is Staffing autonomy Recommendations Strengthening of autonomy on management of vocational schools in Hanoi are essential It will be an important motivation to improve the quality and efficiency of the vocational schools, to meet the needs of labor market Based on these findings, the researcher proposes some solutions to improve the level of management autonomy at the vocational school in Hanoi as follows: On Organization autonomy: (1) The Government must unity state management and innovate regulation system in vocational education to help the vocational schools that can have suitable conditional developments The schools need to be more empowered to create their legal entities to enhance their capacity and performance of school's activities (2) The vocational schools must select or dismiss executive head base on his/her experiences, ability and efficiency on management activities Schools also make clear descriptions that need to choose right person Other suggestions: Expand the located to find out executive head on external and internal of the schools; Increase role of the schools in process of making-decision dismissal (3) Vocational schools would enhance role of School Council to expand democracy, increase autonomy, accountability, responsibility, and self-control in the schools; Improve affect of the managing board by adding external members (4) The Government must empower to decide on academic structure, and academic contents for the vocational schools base on the national qualification framework Of cause, it also requests more accountability of the schools 17 On Financial autonomy: (5) Allow the public schools that raise capital from credit institutions, the funding and the state budget for investment to grow scale and improve the training quality Creating favorable conditions for private schools easy access to long term credit incentives for training purposes (6) Should be incentives the vocational schools accumulate and use their surplus to improve the quality of training Need to classify the vocational schools to two groups, that is profit and non-profits schools, to have suitable policies that allows schools to retain surpluses to create motivations and improving autonomy for schools (7) Allow public schools that have right using and with full ownership of their building Support private schools are granted or rented land to build, or long-term lease with low price to encourage vocational training (8) Government should have equal support policy in both public and private schools based on the quality and effectiveness of training in each school Must gradually increase the income of local workers after training or export high-tech workers to abroad On Staffing autonomy: (9) Empower to executive head in all of decisions tied to their responsibility for the quality and efficiency operation Apply HRM tools to build school's policies in hiring, paying, fired, capacity assessment and reward staff based on the capacity, quality and efficiency of their works On Academy autonomy: (10) Government should be adjusted vocational orientation policy to raise recruitment student resources for the vocational schools Increase investment to improve capacity and training quality of the schools to attract more students Attract FDI and encourage domestic production to increase new jobs for the students after graduated (11) Government should accelerate the process of improving the system of quality assurance of national vocational training Accordingly, complete the provisions on quality control of vocational schools, and encourage the building quality assurance system of the school meet the need of national standards (12) The vocational schools have to strength cooperation and academic exchange, faculty exchange, collaborative training with the partners from advanced countries in the region and the world The government must encourage enterprises in cooperation and funding for vocational schools and develop system of national statistics data to forecast the development trend and demand of the national labour market Planning to implement: Vocational schools must build the strategic plan to develop the school, in which become an autonomous school is an indispensable goal Autonomy is a goal as well as a solution to improve the quality and effectiveness of training activities, 18 and enhance the branding of the school Based on practical circumstances, it can be divided the process to build autonomy in vocational school into two phases: Phase 1: Strength financial autonomy at the highest level, and improve a part of the academic autonomy of vocational schools in Hanoi Phase 2: Improve the capacity of academic autonomy and complete the model of organizational autonomy and staffing autonomy This aim will be failure, if the regulations of the State for the vocational schools not change CURRICULUM VITAE I Personal Information Name: PHẠM QUANG VINH (STONE) Birthday: January 2, 1972 Birthplace: Hanoi city Nationality: Vietnam Sex/ Marriage status: Male/ Marriage Contact Address: Bac Thang Long Economic – Technical College, Kim-Chung commune, Dong-Anh District, Hanoi city, Vietnam Current residence: Bau, Kim-Chung Commune, Dong-Anh District, Hanoi city Phone: Mobile: +84.978.899.199 / +84.913.537.881 Email Address: pqvnt@yahoo.com II Educational Qualifications Institution Year to year Degree(s) or Diploma(s) obtained College of Hanoi Pedagogy 1989 – 1992 College Bachelor of Mathematics Hanoi Open University 1993 – 1997 Bachelor of Mathematics - Informatics Military Technical Academy 2004 - 2006 Master of Computer Science III Experiences: Organization Year to year Posittion Kim-Chung Secondary School, Dong Anh district, Hanoi, Vietnam 1992 - 1993 Mathematics teacher Vocational Training Center No.6, Hanoi, Vietnam 1993 – 2000 - Informatics Technology teacher 2000 - 2002 - Vice Director 19 Bac Thang Long Economic – Technical College, Hanoi, Vietnam 2002 – 2005 - Vice Rector 2005 - now - Rector Vietnam Association of Community Colleges 2009 – now - Vice President Association of Vocational Schools in Hanoi 2012 – now - Chairman IV Scientific works: Title Year to year Role Research: “Build the service delivery model of education - training at high level and high quality in Hanoi city”, Hoang Huu Niem et al, 2010 2008-2010 Member of research group Research: "Apply quality management system ISO 9001:2000 to management of training quality at the vocational schools in Hanoi", Pham Quang Vinh et al, 2008 2007-2008 Project manager Research: “Currently status, potential and solutions to 2004-2006 develop trading - services and tourism in the Dong Anh district, Hanoi city until 2010”, Nguyen Duc Bien et al, 2006 Member of research group Report: "The difficulties in implementing models of high quality vocational training and solutions to solve it in the current period" at the conference "Problems and solutions to tied training with needs of employers" held by the Association of Economic and Technical Colleges (ATEC) on 30/3/2012 in Ho Chi Minh City 2012 Author of report Report: "Some experience to construct the high quality vocational training model at Bac Thang Long Economic - Technical College from 2006 to 2010" at the conference "Developing services models of education and training at high level and high quality in Hanoi" held by Hanoi Department of Education Training, Nov 2010 2010 Author of report Report: "High quality service model of vocational training to meet the labor market demand of Hanoi from now to 2005", in Scientific Conference "Services model of education institution at high level and high quality: currently situation and solutions " held by the Hanoi Department of Education Training, on 23/12/2008 2008 Author of report • Agency name and Address: Bac Thang Long Economic – Technical College, Kim-Chung commune, Dong-Anh district, Hanoi city, Vietnam • Email: pqvnt@yahoo.com - Hand phone: +84.913.537.881 20 [...]... autonomy on management of Vocation schools in Hanoi city There is significant in relation between respondent’s working position and their perception on school autonomy in item of Organization autonomy (both of public and private schools) In the public schools, there is significant in relation between respondent’s working division and their perception on school autonomy in item of Organization autonomy. .. transition It raises the issue that need innovation in government policies and the 16 deepening research to promote the autonomy of vocational schools to improve the efficiency and quality of training of human resources Evaluate the importance of the factors of autonomy on management of vocational schools in Hanoi: (1) Financial autonomy is an issue of the first concern in vocational schools in Hanoi, ... the level of management autonomy of the vocational schools in Hanoi The researcher also gave out the recommendations to promote autonomy in order to improve the quality and effectiveness of the school's activities Findings Based from all the data presented, analyzed and interpreted, the following findings were obtained, this research approched some findings about the existing level of autonomy on management. .. more the following item to the operation of the school in order to turn as (1) Collaboration with schools, the offices and other informal, (2) Local authorities control the opening of new schools or consolidation of the schools. , and last is (3) The power of the State management agency by the law with the schools Significant Differences Between the Respondent’s Profiles and Perception on the level of autonomy. .. the limitations of their development and the effectiveness (3) Academic autonomy is the third important factor, and the last is Staffing autonomy Recommendations Strengthening of autonomy on management of vocational schools in Hanoi are essential It will be an important motivation to improve the quality and efficiency of the vocational schools, to meet the needs of labor market Based on these findings,... rigid, and the schools lack of experts and resources to build training programs to meet the needs of labor market 13 Assessment of the importance of autonomy factors in vocation schools The general assessment of the importance of the active content of autonomy at the vocational school in Hanoi, the result was presented in table 4.3.5 Table 4.3.5: Composite off Mean Distribution of Responses on the importance... encourage the development of private vocational schools (land, financial support ) There are inequities in the state's investment between public vocational schools and private vocational schools With low salaries after graduation of students of vocational schools as now, private vocational schools can not obtain high fees to ensure the quality of training and competing with the public schools Staffing autonomy: ... on practical circumstances, it can be divided the process to build autonomy in vocational school into two phases: Phase 1: Strength financial autonomy at the highest level, and improve a part of the academic autonomy of vocational schools in Hanoi Phase 2: Improve the capacity of academic autonomy and complete the model of organizational autonomy and staffing autonomy This aim will be failure, if the. .. importance of autonomy factors in vocation schools in Hanoi city Over-all Indicators Mean VI Rank • Organization autonomy 3.21 AV 2 • Financial autonomy 3.48 HI 1 • Staffing autonomy 3.16 AV 4 • Academic autonomy 3.18 AV 3 3.26 AV Average Factors should be the extent of autonomy on the given indicators that may be spelled out by Private and Public vocational schools The vocational school in Hanoi should... autonomy And in the private schools, there is significant in relation between respondent’s working division and their perception on school autonomy in item of Financial autonomy 14 CHAPTER 5 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary This research used a combined methodology of both quantitative and qualitative approaches were applied to get a general understanding of the level of autonomy on management