Analysis of factors influencing the demand for distance education in Vietnam

1 I INTRODUCTION TO RESEARCH TOPIC All the above suggest the selection of research subject: "An analysis of factors affecting demands for distance education in Viet Nam" Rationales According to the Statistical Yearbook of the General Statistics Office published in 2011, in our country the percentage of trained workers is 16.3% In recent years, the training needs have not been met despite the Research Objectives + To assess the real situation of distance education in Viet Nam from 1994 to present increasing number of newly established colleges and universities Traditional + To assess factors affecting demands for distance education in Vietnam training modes in campus and closed classes alone seem difficult to satisfy + To propose recommendations for developing forms of distance those needs By 2012, throughout the country, 21 institutions have registered to education in Vietnam Therefore, the research needs to answer the question: What factors affect provide distance education, among which 17 received the assignment to train demands for distance education in Vietnam? 40,400 students and 15 institutitons recruited totally 161,047 students in 2012 Subject and scope of research In 2009 there were 232,781 enrolled students and 159,947 graduates Under the project "Development of Distance education in the period 2005 - 2010", the Government set an objective to have 300,000 students of distance education by 2010 and 500,000 students by 2020 The development of distance education has been driven by the educational philosophy that standardized and ready-made teaching and learning materials can be used to achieve economies of scale in education Therefore, distance training refers to the use of training technology for the masses, with the relatively higher initial investment costs compared to those of direct training modes With currently low enrollment of students, the training costs per student The research mainly focuses on analyzing factors affecting demands for distance education at undergraduate level in Vietnam, which has been implemented since 1994 Research Methodology The research uses econometric estimation through the collection of primary data, and use of logistic dualistic model The coefficients of the regression equation can be used to estimate the elasticities (odds ratio) for each independent variable in the model Together with dualistic logistic regression method, the research also uses the method of dialectical materialism, historical materialism, comparison and analysis of distance education are still high, and thus the efficiency of distance training is still low Despite the diversity of studies of distance education in our country and others in the region they mainly focus on studying training technologies, and exchanging experience in distance education The evaluation of factors affecting demand for distance education, measurement of the impact of each factor, and development of demand function for distance training, are necessary in order to provide recommendations for developing distance education Contributions of the research - In terms of scientific and research development: (i) Identify and assess factors affecting demands for distance education and quantify the impact of each factor, (ii) Formulate the function of demands for distance education in Viet Nam - In terms of practice: Based on factors that influence demands for distance education and the relationship between them, suggestions are proposed to improve policies for distance education development in Viet Nam's real education systems Theoretically, Open and Distance education are the systems situation aiming at overcoming the difficulties in distance, both temporary and regular, Structure of the thesis economic factors, personal limits, with the ideal of offering learning Apart from the introduction, conclusion, list of the author's works, references and appendices, the thesis includes the following chapters: opportunities to all people + The thesis summarizes factors that impact distance education including Chapter 1: Theoretical bases and literature review (i) Tuition fees, (ii) Applicability of facilities in training, (iii) Trust of people Chapter 2: Real situation of distance education in Vietnam and labour market in the quality of training, (iv) Individuals' psychology, (v) Chapter 3: Results of experiment in using a function to estimate demands Perspectives on employment, (vi) Perspectives on initial direct labour market, for distance education in Vietnam Chapter 4: Application of research findings in making policies for distance education in Vietnam (vii) Economic factors to learners, (viii) Perspectives on using distance education services, (ix) Previous topics related to learning and working, (x) Important people's influence on citizens' orientation towards distance education, (xi) Preferential policies of the Government for distance education, (xii) II CONTENTS OF THE THESIS Pressure of family and society on people who intend to follow distance CHAPTER 1: THEORETICAL BASES AND LITERATURE REVIEW education, (xiii) Labourers' income, (xiv) People's tastes for distance education, 1.1 Theoretical bases for estimation and forecast of demands for distance (xv) Costs of services related to distance education, (xvi) Population, and (xvii) education People's expectations for distance education + Through analysis of distance education and its features, the thesis takes + The thesis raises the research process to study the demand for distance the concept that open and distance education are derived from distance education including the following steps: (i) Observe and measure, (ii) Develop correspondence education in the industrial age Distance education systems, a model, (iii) Test the model which still maintained its role to meet social needs in the post-industrial era, + The thesis summarizes methods estimating demands for distance enabled people's self-improvement and met individual needs In addition, the education, including (i) Estimating demands for distance education by simple technological development in the new era increased the demand for regular elasticity, (ii) Estimating demands for distance education by econometrics occupational training; and the change in orientation towards continuous training 1.2 Summary of related studies has increased the openness of the concept of lifelong learning for everyone The The increase in demand for education in late twentieth century and early advancement of information and communication technologies has increased the twenty-first century is seen as a phenomenon The number of people attending interactiveness of distance education However, that many countries focus on colleges has increased dramatically both in developed and developing countries; the use of sophisticated technologies could reduce the number of people getting at the same time the education system has also been expanding rapidly to meet access to education The adoption of technology and design of appropriate the increase in demand (OECD, 1978a) One of the first attempts to assess and learning systems play an important role in determining the openess of distance verify major impacts on individual demands for higher education was made by Robbins Committee (UK) Among these impacts, Robbins Committee assessed from their study According to research findings of Handa and Scolik (1975), important factors affecting demand for education including: family background, many learners support this theory of human capacity and its explanation of job and economic prospects associated with different levels of education, and demands for education in general and distance education in particular state institutions Structures and institutions (topics related to learning and training Later studies on factors affecting demands for educaion in general divide previously), are found to be closely related to orientation of going to university these factors into four main categories: society/ family, psychological/ personal, According to Meyer (1970), these variables include: the university's prestige, economic/ choice, structure/ institution (OECD, 1978b) the training organizations previously enrolled by the learner, mechanism to sort Among the diversed social factors influencing demands for eduction, students based on their abilities and transitional points in the education and family can be considered the most important It is believed that families with training system, as pointed out in the study of Yuchtman and Samuel (1975) high social status can create a good environment that encourages their children and previous learning, training programs (Borus and Carpenter, 1984) to learn better (OECD, 1978b) Studies on the effects of family variables on the In the study "Estimating the Demand for Higher education in the United demand of higher education generally and distance education particularly in a States, 1965-1995" Cambell and Siegel (1967) could measure the elasticity of number of countries have repeated an intimate relationship between a family's income and tuition fee by assessing the traditional model that displays status and its members' taking higher education, being proven by studies of enrollment rate in its relation to two available economic variables, income and Guppy and Pendakur (1989) Meanwhile , in the UK, the number of high school tuition fee graduates who enroll in universities of all types of training, including distance In summary, previous studies have evaluated and assessed factors education, has increased in all social groups; families of high social status affecting the demand for higher education, such as: (i) Individual psychology, maintain better advantages in the race to enter universities and colleges than (ii) Perspectives on employment, (iii) Perspectives on initial direct labour lower class families (Halsey, 1993) market, (iv) Economic factors (v) Perspectives on using services, (vi) Topics The influence of social variables on individual needs for training is also a related to previous learning and working, (vii) Influence of other important matter of survey Individuals such as teachers and occupational consultants, people, (viii) Tuition fee labourer - using agencies and enterprises all have a strong impact on demands 1.3 Distance education experience in Southeast Asian and regional for education in general and distance education in particular In 1970 Mc countries Creath realized that, for high school students and those who already had their Regarding distance education experience in Southeast Asian countries jobs, occupational consultants offered less advice on higher education than their and regional countries, the thesis introduces distance education experience in: family does (i) Broadcasting University of China, (ii) Virtual University of Pakistan, (iii) According to theory of human capacity, learners are viewed as economic Open University Thammathirat Sukhothai, Thailand Based on studying individual entities who have demands for distance education if the benefits they distance education experience of other countries, the thesis summarizes expect to gain are greater than the costs, both physical and mental, incurring preferential policies for developing distance education, and the lessons of Southeast Asian and regional countries Third, regarding the organization and management of distance education: Some distance education centres and local distance education agent centres have neither strong, appropriate organization, nor sound procedures and CHAPTER 2: REAL SITUATION OF DISTANCE EDUCATION IN management of distance education Local distance education agent centres are VIETNAM mostly under concurrent management of officials from Education and Training 2.1 Real situation of distance education in Vietnam The thesis analyzes and assesses the situation of distance education in Viet Nam from 1994 to present in the following aspects: (i) Increased scale of distance education network in the country, (ii) Organization of distance education, (iii) International cooperation in distance education 2.2 Weaknesses and limitations First, regarding training technology: So far, learning materials for distance education students in Viet Nam are mainly printed materials together with some CD - ROMs, audio tapes and video tapes Compared with the standard of some regional and international countries, most of the materials compiled by distance education centres are not really suitable with distance education technology Distance education centres have not gathered good teachers, scientists, experts in various fields to design curriculum, compile materials to be shared by several subjects, especially textbooks, materials for natural sciences and engineering - technology subjects, build "virtual" classrooms, "virtual" experiments and practices, which leads to too much time of face-to-face studying Radios and televisions of the central, local and other media organizations used by distance education students as learning support means have proved neither significant nor effective in the past years Second, regarding investment in facilities for distance education: inadequate initial investment has been reserved for distance education technologies, from equipment to textbooks, learning materials for distance education students Departments, not of specialized apparatus, and the rent venues are unstable Fourth, the testing and assessing process is, sometimes somewhere, not serious and objective enough In the current conditions, with inadequate facilities, and underdeveloped training technology, candidate selection method, tests and graduation examinations are mainly developed in written forms, not meeting requirements of objective testing methods Fifth, regarding professional and pedagogical training in distance education for management staff and teachers: Currently distance education centres in our country mainly use full-time university teachers, who receive no professional and pedagogical training for distance education The management staff for distance education, who receive almost no specialized training, are mostly experienced in managing other forms of education like full-time or inservice ones; therefore, there are still limitations in the consultancy, orientation and management of distance education learners 2.3 Causes of weaknesses and limitations Distance education centres have not focused on building audio - video materials, electronic materials, and science - technology devices that can deliver distance education programs to learners Currently, learning materials are mainly textbooks, lectures printed and provided to learners by teachers, while the supply of supplementary materials for learners to self-study prior to explanation of each subject, is still limited - Host institutions of distance education programs in local areas are not fully equipped with learning materials, support facilities, especially practical experiments for distance education students before lecturers provide their instructions 9 10 - The training and cultivation of management staff and teachers in demand for education generally and distance education particularly in Viet Nam expertise, professional and pedagogical methods of distance education, nowadays owes much to the success of Government's Population Strategies, (v) particularly the distance teaching - learning by means of information and Since 1986, Vietnam has been in the process of "Renovation and integration", communication technologies has not been given adequate attention, nor developing the country, having relatively stable political security; wars have appropriate training before class been pushed back, so the number of army-recruited youngsters has decreased - Ready-made textbooks and learning materials are printed with similar significantly, (vi) Economic factors show a significant impact on demand for contents; there is lack of necessary cooperation among distance education distance education as there are differences in incomes of college graduates and centres (especially the sharing of studying resources, and development of of untrained people in the labor market training technology) - Most students cannot afford equipments for self-study at home and have no habits and appropriate methods of self-study CHAPTER 3: RESULTS OF EXPERIMENT IN USING A FUNCTION TO ESTIMATE DEMANDS FOR DISTANCE EDUCATION IN - The management from the central to grassroots level is still inadequate There is still lack of sound legal documents for the management and administration of distance education activities - Distance education in our country has not received appropriate investment from different sources, such as the State Budget from local and central governments and other funding sources 2.4 Favorable conditions for distance education in Viet Nam Distance education in our country today enjoys favorable conditions with: (i) the Government’s policy of diversifying forms of training at the transition to the renovation time, (ii) The creation and introduction of new technologies from overseas into Viet Nam, creating many new jobs which encourage the increasing diversity of career - oriented demands for education, accounting for a significant part of the general demand for education in Vietnam, (iii) Gender equality policies of the government that have come to life, together with the gradual liberation that allows Vietnamese women's participation in socio-economic areas, have also played an important part in the increase of training demand generally, and distance education particularly in late twentieth century and early twenty-first century, (iv) The increase in VIETNAM 3.1 Research Methodology and Data The study uses both qualitative method and quantitative method, collecting primary data for quantitative analysis, because: (i) qualitative research method can complement quantitative method by identifying factors affecting demand for distance education, (ii) Quantitative method can support qualitative method by detecting factors affecting demand for distance education with a larger sample, or by recognizing a team appropriate for depth research, (iii) Qualitative research helps explain the relationships between the factors affecting distance training demand that are detected by quantitative research 3.1.1 Research Methodology 3.1.1.1 Qualitative Research Method Qualitative research method collects data in order to describe and analyze Vietnamese people's characteristics that affect the demand for distance education In the study, the author collects opinions of several different groups, including (i) Experts in distance education from Ha Noi, Da Nang and Ho Chi Minh City, with prepared questions in the form of in-depth interviews and 11 12 semi-structured interviews; (ii) distance education students and workers in Hai confirming their intention to follow distance education Binary logistic model Phong, Nghe An, Can Tho, through focus group discussions after their classes for various independent variables can be described as follows: 3.1.1.2 Quantitative Research Methods a Selection of model for application For regression models where dependent variables are qualitative variables Logit [P(Yi = 1)] = Log[P(Yi = 1)] / 1- Log[P(Yi = 1)] = b0 + bX’i = f(X’i) In which: - X i is the vector of independent variables representing interviewers quantified according to uncontinuously selected values, smallest square method, - Y: The responses of interviewees, in which: (i) Y = when respondents a method commonly used in econometrics and production modeling, proves not show their "intention to follow distance education", (ii) Y = when respondents suitable Therefore, nonlinear logistic models should be used to quantify show "no intention to follow distance education" variables such as satisfaction, degree of agreement In economics, the relationship between demand for distance education and factors affecting it can be shown in the following function: Yi = α + β Xi + εi In which, Yi represents the demand for distance education, and X is a vector showing explanatory variables Assessing the impact of socio - economic factors on the demand for undergraduate and graduate education of residents in the Republic of Cyprus in 1998, a study used logistics model to perform empirical studies of a model of demands for education for undergraduate and graduate education: Yi = α + β Xi + εi In which Y is the unit of choice while vector X represents variables explaining the selection of interviewed individual i b Building logistic models In this study, interviewees choose one of the two options: have intention to follow distance education, or have no intention of following distance education Therefore, binary logistic model is used where the dependent variable receives one of the two values: either (for respondents who state their intention to enroll for distance education), or (for respondents who have no - P: Probability of interviewees' responses with Y = - I: The ordinal number of a sample interviewed - b0: Constant of the model - b: Vector of parameters corresponding to explanatory variables To identify and assess factors affecting demand for distance education, the study uses designed and constructed a questionnaire The questionnaire was constructed based on questionnaires of previous studies, which had been assessed and had results published in international journals This study has constructed, developed, supplemented the content of the questionnaire based on the results of qualitative research, in such a way that matches the distance education environment in Vietnam The constructed questionnaire, approved by the supervisor, was conducted on a trial basis at a number of distance education centres in Hanoi and neighboring provinces such as Bac Ninh, Hai Phong The data from the pilot survey, were then synthesized, analyzed on the Statistical Software Package for the Social Sciences - SPSS, and then the questionnaire received content and technical adjustments Next, the questionnaire was completed after the pilot survey, and conducted extensively on a large scale 3.1.2 Collection of data intention to enroll for distance education) The parameters of the model will The research uses a non-probability sampling method according to indicate the effects of independent variables on the probability of people subjective evaluation combined with the convenience of survey The questionnaire was sent to the following subjects: (i) Workers who have finished 13 14 high school and a number of college - graduated employees who need retraining education, and other important personal information The questionnaire also from offices, organizations, enterprises, (ii) 12-grade part-time students includes 45 questions about the potential impacts of educational and The survey process through questionnaires was conducted in two steps: (i) Lecturers came to local distance education centres to help students answer the questionnaire, while staff at local continuous education centres guided 12grade part-time students to answer the questionnaire, (ii) Distance education students, who had been instructed by lecturers, then undertook the survey their occupational orientation, and 10 other questions related to personal information in offices and enterprises, guiding other employees to answer the questionnaire During the survey, these students could regularly contact with lecturers for instruction and solutions to arising problems Surveyed people received the questionnaire from lecturers and distance education learners, as well as instructions how to answer them with their own objective, truthful viewpoint The number of questionnaires used for the survey were made sure to represent: (i) different regions in the country, (ii) rural and urban residential areas, (iii) plains, mountainous areas, islands (iv) different areas of of respondents Specifically, the questionnaire asks the respondents to select one point of the 5-score scale, in which score 1: Strongly disagree, score 2: Disagree, score 3: Normal, score 4: Agree, score 5: Strongly agree Alternatives cover a few sources that can affect educational and occupational plans of respondents 3.1.4 Methods of data analysis Factors are analyzed and synthesized in order to classify variables with potential influence on distance education orientation Factor analysis method is a major composition technical method Factor groups are formed, and used as explanatory variables in logistic regression analysis, in which respondents' intention of learning works as independent variables the country Sample sized were at least 40 at each place of 25 provinces and cities In this regression model, predictable values of dependent variables can be nationwide where the survey was conducted The total surveyed and interviewed understood as the probability that an individual will choose an option, and this people were 2,533 The questionnaires were distributed from May to Decemeber person's traits can be measured by the values of independent variables 2011 With detailed instruction and explanation of officers rich in experience in Regression model is used to investigate the relationship between the scores of a distance education, who came to local areas during the data collection process, the respondent in identified issues, and his/ her characteristics, and intention of respondents showed relatively high cooperation and responsibilities in completing taking distance education Therefore , the model helps measure the effects of the questionnaire Data collected from the questionnaire were made sure to match factors and characteristics of personal demand for distance education research content Questionnaires were distributed and collected; raw data were 3.2 Research results editted, cleaned; variables named and labeled; variable values labeled; variables 3.2.1 Results of qualitative research formatted; the size and type of each variable determined; each questionnaire Findings on factors affecting the demand for distance education include numbered; statistical software SPSS 16.0 was used for data input Each data line experts’ opinions and results of focus group discussions by distance learners and represents the response from a questionnaire workers from three regions of (i) the North, (ii) the Center, and (iii) the South of 3.1.3 Variables measurement the country The findings are rather focused and similar among the three regions In the questionnaire, respondents are required to point out whether or not they intend to follow distance education, raise their own views on distance Specifically, 100% of experts and groups of learners and workers agree with the synthesized findings, i.e besides the factors having impacts on the general 15 16 demand for undergraduate education, which were researched and approved by Table Variables with impact on each factor and their impact coefficient previous authors, there are factors that affect the demand for distance education in Việt Nam to be added: (i) Government policies to support distance education, Factor Variable/Statement Factor 1: Topics related to previous education and work Specialization of the previous education/work influences my plan to take a distance education program 0.901 The subjects learnt and employment history influence my plan to take a distance education program 0.901 Distance education means self-study with ready-made materials and lecturers’ instruction, thus is suitable to everyone in the society 0.717 Lecturer’s explanation and instruction are very important, so they should be highly qualified 0.737 A high light of distance education is that it uses various supporting tools such as broadcasting, television, internet, etc 0.733 Distance education seeks a different mode for people to pursuit education and benefit from education 0.787 With materials and supporting tools, distance learners can study at any time and any place, which is very convenient for many people 0.816 With the ready made materials, distance learners can manage their study according to their specific conditions 0.806 I believe distance education meets requirments in knowledge and skill provision in the designed curriculum 0.809 Employers trust the quality of distance education 0.822 I pursuit distance education rather for further equipping myself with working skills than for a diploma 0.782 (ii) Applicability of facilities in distance education, (iii)Trust in the quality of distance education by the learners and labor market, and (iv) Pressure on education by families and the society as a whole 3.2.2 Results of quantitative research 3.2.2.1 Data encoding Dependent variables: Possibility to take distance education is identified on the basis of the respondents’ answers in the questionnaire This variable is valued as “1” if a respondent has an intention to pursuit distance education and as “0” if a respondent has no intention to pursuit it Independent variables: Factors affecting the orientation to take distance education of the respondents 3.2.2.2 Findings from analysis of factors affecting the demand for distance education A high rate of 60,17% (1,524/ 2,533) of the respondents have an Factor 2: Applicability of facilities in distance education intention to pursuit distance education This figure is considered as exceeding the forecast of the interviewed workers who might have this intention A major cause would be the convenience and suitability of distance education in today’s time for adults and part-time high school students Respondents with and without intention to take distance education answers all questions about the resources that affect their orientation towards distance education In Table 1, perspectives on each factor show their coverage through impact coefficient The three factors appear in 11 out of 45 original perspectives Some perspectives expell several factors due to their low coverage (not significant impact coefficient) The factors are formed through the classification of original variables into classes which represent their value in Table Impact coefici ent Factor 3: Trust in the quality of distance education by the public and labor market 17 The first factor: Both perspectives in the first factor relate to the impact of 18 Table Standard regression coefficient, standard error and independent the subjects and education programs which the respondents previously took, variables of Wald Statistics such as subjects learnt in high schools, vocational schools or colleges The Factors current job and its specialization also have special impact on the orientation and Work-related topics (F1) plan for distance education of the workers The second factor: Applicability of facilities in distance education Facilities in distance education (F2) includes the uses and combination of different tools in one education program Quality of distance education There are five generations of technology existing in distance education and a (F3) distance education program requires them all: (i) Materials, including printed Constant B S.E Wald df Sig Exp (B) - 289 087 11.113 001 749 - 261 087 9.105 003 770 225 087 6.782 009 1.253 -1.407 090 246.848 000 245 materials, media materials, electronic materials and online materials, (ii) Learner supports, including direct supports, online supports, and supports through telephone, fax, broadcasting and television, (iii) Assessment, including supervision and self-assessment in the forms of direct and distant assessment 3.2.2.4 Results of logistics regression analysis Directions of education as a function of factors are created from the learners’ basic characteristics The three above mentioned factors are derived The third factor: This factor shows the respondent’s perspective on the from analysis and results of their checking, being used as independent variables trust in the quality of current distance education and partially the workers’ in the model of logistics regression, whereby people’s orientation towards viewpoint of employers’ perspective distance education is the binary dependent variable, showing the respondents’ 3.2.2.3 Results of analysis of variance for multiple factors To better identify the level of demand for distance education being affected by different factors it is necessary to conduct an analysis of variance for multiple factors Thus, Table shows that the first factor, i.e Topics related to previous education and work (F1) does have effect on the possibility of taking distance education (probability significance of the factor is 0.001) Similarly, the second factor, i.e Applicability of facilities in distance education (F2) poses similar influence on the possibility of taking distance education with significance of 0.03 The third factor of Trust in the quality of distance education by the public and labor market (F3) has the effect on possibility of following distance education with significance of 0.009 Other factors with significance higher than 0.05 are eliminated intention The analysis aims at identifying the factors and features having significant influence on the orientation towards distance education The three independent variables used in this regresssion model have significant influence on the binary dependent variable, while the rest variables having no significant influence on the binary dependent variables are eliminated The coefficient of the binary logistics regression model should be understood as the change of the logarit elasticity of the binary dependent variable in relevance to each increasing point of the independent variable According to these findings, when the bases of statements & of the first factor “Topics related to previous education and work” as incentive to distance education increase by point, the log elasticity of orientation toward distance education decreases by 0.289 Therefore, it can be said that people pursue distance education due to the practical requirements of work, their needs 19 20 in professional, knowledge and skill training for the hope about a good job, distance education Quality of education in general and of distance education in which is stable and suitable with the labor market at present and in the future In particular is of the top attention by the public as well as employers other words, people pursue distance education to get trained in professional and Basing on the findings and results of analysis, the probability of the working skills appropriate to the current labor market Therefore, distance education number of Vietnamese people taking distance education can be calculated by should be based on the needs of current labor market when designing curricula to the following formula: meet the needs of distant learners The results of synthesis and analysis of respondents’ perspectives through 1/(1+e-z) with: z = (- 1.407) + (-0.289)F1 + (- 0.261)F2 + (0.225)F3 In which F1: Topics related to previous education and work their choice of different options show that: (i) The supply of facilities for F2: Applicability of facilities in distance education distance education in our country for learners to combine self-study with F3: Trust in the quality of distance education by the public and explanation by lecturers is rather limited, insufficient and not varied enough to labor market meet different needs of the learners, (ii) People’s ability to self study when When checking the results of regression analysis, it can be seen that most taking distance education is not high enough to push them overcome difficulties of coefficients of elasticity have accuracy and confidence with the significance of study This is a major limitation of the distant learners in Vietnam to make between 1% and 5% Thus, it can be said that the use of this model brings distance education really to its meaning of learning anywhere at any time The accurate forecast about the orientation toward distance education of the 2,533 result of regression analysis shows that the coefficient of elasticity of the surveyed people second factor “Applicability of facilities in distance education ” takes a negative 3.3 Links between the research results with those of previous studies value (- 0,261), which means that the supply of facilities for distance education 3.3.1 Regarding Topics related to previous education and work in our country is still limited In other words, if such ability to supply facilities Vietnamese people are motivated and oriented towards distance education for distance education as the current one increases by point, people’s with the needs of being trained in professional practice as well as with the orientation toward distance education will decrease by 0.261 point Thus, expectation to win new job of more stable income after graduation The distance education should present its advantages over the traditional forms of research results show that if distance education takes “Topics related to education to attract and direct more people toward distance education previous education and work” as motivator for people to follow distance The table that synthesizes survey data of perspectives under the third factor education and makes it increase by point, the demand for distance education and the results of logarit analysis reveal that the log elasticity of the orientation will decrease by 0.289, which implies that education managers should toward taking distance education will increase by 0.225 at each increasing point of encourage and motivate as well as promote and enable the accessibility to the third factor “Trust in the quality of distance education by the public and labor distance education For example, they can launch professional and market” This means that the better the quality of distance education, the higher the specialized curricula to meet the current needs of the labor market, not trust of employers and society and the higher the number of people pursuing necessarily the curricula and specializations that continue the previously learnt knowledge and skills Moreover, there should be some orientation 21 22 about the professions and jobs which the society needs This finding matches CHAPTER 4: APPLICATION OF THE RESEARCH RESULTS IN with that of the study by (1970) MAKING POLICIES OF DISTANCE EDUCATION IN VIETNAM 3.3.2 Regarding Applicability of facilities in distance education 4.1 Direction by the Party and Government in developing distance education For distance education facilities and other tools play an important role The thesis introduces some directions by the Party and Government in in overcoming learners’ difficulties related with time, place, level of effort in developing distance education including: (i) Guiding perspectives by the Party their interaction with the lecturers The proof for this viewpoint lies in the and Government on distance education, (ii) Major tasks in developing distance survey on Vietnam’s distance education In fact, the applicability of facilities education, and (iii) Solutions for developing distance education for distance education remains very low compared with the demand of distance 4.2 Recommended policies learners If the ability to supply facilities for distance education remains as 4.2.1 Diversify majors to meet the requirements of the labor market current, the demand for distance education decrease by 0.261 point This The system of distance education should switch from “providing what we findings thus show the differentiation and the importance of the distance have” to “providing what the society need” so as to narrow down the gap between the education facilities, especially when there is a gap between teachers and demand for distance education and that in the labor market The reason is that learners in comparison with traditional education This finding is similar to that the demand for distance education makes a part of the general demand for of a study by Sewart (1984) education Although distance education has just contributed a small portion of 3.3.3 Regarding Trust in the quality of distance education by the public and labor the general demand for education, its potential is really high with a large market number of adults in the current workforce needs training and retraining As the employers’ requirements on education quality are ever The system of distance education should implement different solutions increasing, the quality assurance has been catching attention of education regarding curricula, teaching staff, facilities, equipment and materials, form a managers, policy makers, teachers, as well as becoming a crucial point in specialized organizations to manage distance education in light of the demand the distance education planning and management (Belawati & Zuhairi, of the society, to connect and follow the alumni and to provid current students 2007) The survey results show that people’s orientation toward distance with employment information These organizations will serve bridging education depends more on its quality người dân phụ thuộc nhiều vào chất employers with students, helping them and connecting the education institutions lượng ñào tạo từ xa That the “Trust in the quality of distance education by the with businesses On the other hand, employers and the system of distance public and labor market” is assured and increased by point will lead to an educationtrong nationwide should improve their cooperation in training, doing increase by 0.225 point in the demand for distance education, which implies research through agreements on cooperation that distance education institutions must assure the proposed quality of 4.2.2 Increase the use of technological facilities in distance education education to gain the trust of the public and labor market Only by such means are people encouraged to accept distance education To expand the use of technological facilities in distance education in our country it is necessary to consider the accessibility and the choice of facilities which make distant learners believe that study using information and 23 24 communication technology will bring them significant benefits in saving time, education institutions The Committee is responsible for designing the improving knowledge institution’s system of quality assurance (ii) Identification and selection of QA absorbance as well as it will make their study process more interesting activities to show the uniformity and cooperation between the distance However, a high percentage of Vietnamese population live under the poverty education institutions nationwide, (iii) Application of QA system in the level, not being able to afford the facilities for ICT-based education From the practical conditions of distance education institution in the whole country, (vi) past to present Vietnam has always appreciated the value of education in the Communicate and promote QA policy and direction to all teachers and staff of development of its society There is such a policy as free primary education the distance education institution This activity is recommended to improve, (v) However, the resources for tertiary education are still limited to make it Switch from QA policy to self-assessment tools, making all teachers and staff available to everybody On the other hand, the education environment in the members aware of various viewpoints of quality in their distance education Asian region is changing, the teacher-centered methodology is now being institution, (vi)Development of a handbook for QA to support continuous replaced by the student-centered environment thanks to the ICT being improvement in the distance education system, compilation of a system of integrated in the education system, the ICT skills being supplied to both documents on mechanism and procedures including terms of reference, a list of teachers and learners Thus, accessibility to ICT is the immediate challenge, but systems and procedures as well as activities of the distance ducation institution, it’s lucky that in Vietnam the culture of using ICT for study is developing and or a guidebook for teachers and staff members to use in their daily operation being encouraged in a systematic way Vietnamese people’s awareness of ICT The guidebook provides description of business process, operation standards, and its role in distance education should be promoted The investment in future expected outcomes, resources and skills necessary for each task, (vii) through convenient and well-priced access to education should be encouraged Establishment of Centers for QA to manage the complexity and overall from homes to offices People lacking personal resources should be supplied implementation of QA, (viii) Promotion for a campaign where all distance with public access points from service providers nearby This requires that the education institutions improve awareness and implementation of QA, (ix) Government develop infrastructure, train enough teachers, design contents for Continuous all 54 ethnic races and communities on an equal basis This can be achieved implementation requires significant changes in the way of thinking and the through application of educational methods using the integration of ICT business culture QA requires all people in the system of distance education suitable to various groups of learners appreciate, respect and implement quality measures A challenge to the leaders 4.2.3 Enhance quality assurance in distance education of the distance education system is how to manage initiatives and changes as effectiveness, convenience of information and There should be a common procedure of quality assurance (QA) applied for the whole system of distance education in the country The procedure include: Strategic plan, vision and mission, and a mechanism to implement the plan The quality assurance system applied consists of: (i) Committee for Quality Assurance operating under the direct management of leaders of distance assessment of QA implementation The effective well as how to assure a quality culture to be implemented everyday QA