Managing activities of teaching and learning the specialized subjects in the vacatinal schools in viet nam under the ministry of trade and industry

MANAGING ACTIVITIES OF TEACHING AND LEARNING THE SPECIALIZED SUBJECTS IN THE VOCATIONAL SCHOOLS IN VIETNAM UNDER THE MINISTRY OF TRADE AND INDUSTRY _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By NGUYEN THIEN NAM (JOHN) October 2014 i APPROVAL SHEET ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT I could have never completed this work without contributions from various people and institutions, great respect and gratitude to whom I endlessly owe Professor Apolonia A Espinosa, my advisor, for her invaluable thoughts, insightful suggestions and useful guidance throughout the thesis works; Committee members of the oral defense for their propositions, valuable comments, and constructive suggestions, which were of substantial value to this study; Professors of Southern Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects that provide me knowledge and technique to develop a good research; My friends for their meaningful discussion, hospitality and friendship; and My parents, wife and children for being my personal source of inspiration, for their immense love, loyalty, determination and perseverance even during the most difficult times, without them nothing would have been possible NTN iv DEDICATION This piece of work is lovingly dedicated to my parents, wife and children NTN v TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… v TABLE OF CONTENTS ………………………………………………… vi LIST OF TABLES ………………………………………………………… viii LIST OF FIGURES………………………………………………………… x LIST OF APPENDICES ………………………………………………… xi ABSTRACT ………………………………………………………………… xii CHAPTER I II III INTRODUCTION ……………………………………….…… Background of the Study ……………………………….… Objectives of the Study ………………………………….… Hypotheses ………………………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… Definition of Terms ……………………………………….… REVIEW OF LITERATURE ……………………….……… 11 Conceptual Framework ………………… ….……… …… 27 Research Paradigm …………………………… ….……… 29 METHODOLOGY …………………………………………… 31 Locale of the Study ………………………….……………… 31 Research Design …………………………….……………… 34 Population and Sampling ………………….… ………… 34 Instrumentation……………………… ………… …….… 35 Data Gathering Procedure ………………………………… 36 Statistical Treatment …….………………………………… 38 vi IV RESULTS AND DISCUSSIONS ……………………….… 40 Current status of the management of teaching and learning activities ……………………………………….… 40 Differences of the teacher and student - respondents’ responses by school in terms of management of teaching and learning activities ………………………… 53 Problems encountered in the management of teaching and learning activities the special subjects ……………… 71 Management measure to enhance the teaching-learning activities of the specialized subjects ………………… … 74 The principles of building measures ……………………… 74 Management measures to enhance the quality of teaching and learning activities …………………………… 75 Necessity and feasibility of the proposed management measures among school managers …………………………… V 84 SUMMARY OFFINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary…………………….…………………………….… 86 Findings ……………………………………………………… 87 Conclusions ……………………………………………….… 90 Recommendations …………………………………… …… 90 REFERENCES …………………………………………………………… 92 APPENDICES …………………………………………………………… 94 CURRICULUM VITAE …………………………………………………… 104 vii LIST OF TABLES TABLE 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 PAGE Weighted Mean Distribution of the Current Status of the Management of Teaching and Learning Activities in Terms of Curriculum………………………………………………………… 40 Weighted Mean Distribution of the Current Status of the Management of Teaching and Learning Activities in Terms of Faculty………………………………………………………… 43 Weighted Mean Distribution of the Current Status of the Management of Teaching and Learning Activities in Terms of Learners………………………………….…………………… 46 Weighted Mean Distribution of the Current Status of the Management of Teaching and Learning Activities in terms of Technical Facilities ……………………………………………… 49 Weighted Mean Distribution of the Current Status of the Management of Teaching and Learning Activities in terms of Labor Market……………………………………………… …… 51 Differences of the Teacher-Respondents’ Responses by School as to Curriculum………………………………………………… 54 Differences of the Responses of the Teacher-Respondents by School as to Faculty ……………………………………………… … 55 Differences of the Teacher-Respondents Responses by School as to Learners ……………………………………………………… 57 Differences on the Responses of theTeacher-Respondents by School as to Technical Facilities for Teaching and Learning…… 59 Differences on the Responses of the Teacher-Respondents by School as to Labor Market……………………………… ……… 61 Differences on the Responses of the Student-Respondents by School as to Curriculum……………………………………….… 63 Differences on the Responses of the Student-Respondents by School as to Faculty………………………………….………… 65 Differences on the Responses of the Student-Respondents by School as to Learners………………………………………………… 66 Differences on the Responses of the Student-Respondents by School as to Technical Facilities ……………………………… 68 viii TABLE 4.15 4.16 PAGE Differences of the Responses of the Student Respondents as to Labor Market………………………… ……………………… 70 Necessity and Feasibility of the Proposed Management Measures Among School Managers ……………………… … 84 ix LIST OF FIGURES FIGURE PAGE Visual Representation of the Concepts in the Dissertation … 28 Input-Process-Output Model of the Study ………………… ……… 29 x 91 Administrators may use the proposed management measure to address issues in the management activities of teaching and learning the specialized subjects in the vocational schools Stakeholders and other persons concerned may periodically assess the areas and variables in this study to further improve the teaching and learning of specialized subjects Future researchers may pursue a similar study, but dealing on other aspects of management to generate a holistic picture of status of the management of teaching and learning activities 92 REFERENCES Adaralegbe, N M (2003) Educational administration in Nigeria Port Harcourt: Pam Unique Publishing Allen, F & Davies, B (2009) “Vocational Options: The Impact of a Vocational Context on Teaching and Learning Modern Foreign Languages at Key Stage 4”.Language Learning Journal,37(1) pp 51–70 Bilbao, P.P.,Lucido, P.I., Iringan, T.C., & Javier, R.B (2008).Curriculum development Quezon City: Lorimar Publishing Brown, H &Ciuffetelli, D.C [eds.] (2009) Foundational methods: Understanding teaching and learning Toronto: Pearson Education Berk, R A &Trieber, R H (2009) ‘Whose classroom is it anyway? Improvisation as a teaching tool’.Journal on Excellence on College Teaching, 20(3) pp 29–60 Billett, S (2003).Vocational Curriculum and Pedagogy: An Activity Theory Perspective.European Educational Research Journal,2(1) pp 6–21 Bui Minh Hien, Vu Ngoc Hai, Dang QuocBao (2006) Management Education.Vietnam: Pedagogical Publishing House Cornelius-White J (2007) Learner-Centred Teacher Student Relationships are Effective: a Meta-Analysis Educational Research and Publishers Dang QuocBao, Nguyen Dac Hung (2004).Vietnam Education towards the future Vietnam: National Political Publishing House Dang Thanh Hung (2002) ModernTeaching.Hanoi, Vietnam: VNU Press Dernbach, A (2010) Vocational Education and Training in Vietnam: Challenges & Opportunities [Presentation Slides] Date retrieved: September, 2013 from http://www.hrsolutionsvietnam.com/publication/tvet%20vietnam.pdf Do Ngoc Dat (1997) Access to modern teaching activities.Vietnam: Vietnam National University Press and learning Grollmann P &Rauner F (2007).International perspectives on lecturers and lecturers in technical and vocational education Dordrecht: Springer Guthrie, H., Harris, R., Simons, M &Karmel, T (2009) ‘Teaching for Technical and Vocational Education and Training (TVET)’ International Handbook of Research on Lecturers and Teaching, 21(10) pp 851– 863 Jackson, P W (2001)."Conceptions of Curriculum and Curriculum Specialists" In P.W Jackson (ed.), Handbook of research on curriculum: A project of the American educational research association New York: Macmillan Pub pp 3-40 Kelly, A.V (2009).The Curriculum: theory and practice, 6th ed Singapore: Sage 93 Khue Mai HuuKhue (2010) What is management.Vietnam: The Social Science Publishing House Kolb, D (2001) Experiential learning: Experience as the source of learning and development London: Kogan Page Kondacop, M.I (1984).Rationale management science education, science education institute National Policy on Education.(2004).[Author].4th Edition Lagos: NERDC Press Nguyen Ba Son (2000).Some basics of management science.Journal of Educational Development Nnabuo, P O M,Okorie, N C, Agabi, O G &Igwe, L E B [eds.].(2004) Fundamentals of educational management.Owerri:Versatile Publisher Peretemode, V F (2001) Educational administration: Applied concepts and theoretical perspective Lagos: Joja Pinar, W.F., Reynolds, W.M., Slattery, P.&Taubman, P.M (2005).Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses New York: Peter Lang Sac Phan Long (2003) Innovative teaching methods associated with the training skills of teacher pedagogy Journal of Education, 60(1) Seymour, D T (2003).On Causing Quality in Higher Education.Series on Higher Education Shen, A (2007) "Harvard Gazette: Discussing the Core Curriculum" Date Retrieved: February 2013 from http://www.news.harvard.edu/gazette/2002/11.14/11-core.html Tran Ba Hoanh (2006) Innovative teaching methods, warehouse programs and books.Hanoi, Vietnam: Pedagogical University Publishing Tran Ba Hoanh (2006) Teacher problem: The theoretical study and practical Hanoi, Vietnam: Pedagogical University Publishing House Tran Control (2008).The basics of management science education Hanoi, Vietnam: Pedagogic Publishing House Tran KhanhDuc (2001) Bases and indicators, the assessment process conditions to ensure quality higher education Create No.1 Education Press Vietnamese Government (2001).Education development strategic plan for 2001-2010 Ha Noi, Vietnam: Ministry of Education and Training Vietnam’s Parliament (2005).Education law of vietnam Vietnam: Education Publisher Vu Cao Dam (2003) The methodology of scientific research.Hanoi, Vietnam: Scientific and Technical Publishing House 94 APPENDICES 95 Appendix A Maps of Respondent Schools Map of Ho Chi Minh University of Industry 2.The picture of The Ha Noi University of Industry 96 Map of The Ha Noi University of Industry Picture of the University of QuangNinh Industrial 97 Map ofHue Industrial College Picture of Hue Industrial College 98 Appendix B Request Letter to Conduct the Survey (To School Principal) Date: ………2013 Dear Sir / Madam, The undersigned is Nguyen Thien Nam He is doing a Dissertation for Doctor of Philosophy in Educational Management He is very much interested in doing research in your school In this connection may he ask your kind permission to use your school as his subject for research.His proposed title is “Managing Activities of Teaching and Learning the Specialized Subjects in the Vocational Schools in Vietnam under the Ministry of Industry and Trade” If it is approved, he will conduct a research survey in your school to be able to get feedback with regards to the management of teaching and studying the specialized subjects in your school Rest assured that all information gathered will be treated with utmost confidentially He is looking forward to having your permission as soon as possible Thank you very much for your time, please acknowledge at your earliest convenience Yours sincerely, (Sgd.)Nguyen Thien Nam 99 Appendix C Evaluation of the Questionnaire for Content Validation July 10, 2013 Dear Evaluator, Please rate the items of my questionnaire as to the following criteria: a correctness of language, b appropriateness of the statements c relevance of the items to the title Please use codes below acceptable needs improvement not acceptable Thank you very much for your assistance Respectfully yours, (Sgd.) NGUYEN THIEN NAM Researcher 100 Appendix D Questionnaire The information provided is for scientific research: “Measures to manage the teaching - learning activities on specialized subjects in the vocational schools under the Ministry of Industry and Trade " We commit to keep privacy of all information PART General information Name (optional): Gender: (1) Male (2) Female Age: Working experience: Qualification Level: (1) High school (2) (3) College Intermediate education (4) University PART II Status of the Management of Teaching and Learning Activities Direction: Below are statements affecting the management of teaching and learning activities A scale of to is provided with the corresponding qualitative description Please check the column that corresponds to your answer Strongly Agree (SA) Agree (A) Disagree (D) Strongly Disagree (SD) CURRICULUM The curriculum meets the requirements of the Ministry of Industry and Trade The curriculum reflects the national and regional goals as well as institutional vision and mission The curriculum provides for the acquisition of knowledge of theories based on the field of specialization The curriculum has provision for learning the application of the theories to real problems SA (4) A (3) D (2) SD (1) 101 The curriculum is adaptive to the needs of the environment The curricular content is responsive to the needs of the country The curricular content reflects the depth and breadth of technical preparation required of its graduates The curriculum provides for opportunities of participation in activities such as on-the-job training There is periodic review, assessment and updating of the curriculum 10 The curriculum allows the accommodation of students with special needs and assists them to finish the course FACULTY The faculty members Have earned appropriate and relevant degrees to the programs they are teaching Are licensed Have the specialization and technical skills of the courses they are handling The faculty members handling on-the-job training/practicum courses have industry based experience Demonstrates mastery of the content, issues and methodologies in the area of specialization Are proficient in the use of the language of instruction Use ICT resources in the enhancement of the teaching learning process Update lecture notes Demonstrate harmonious interpersonal relations with superiors, peers, students, parents and the community 10 Show evidence of professional growth by attending seminars and trainings LEARNERS - Students Developed the skills expected from the course Identified ways to build on the current knowledge and skills Learner have learned on the course about their behavioral skills 4.Learners have learned on the course about how much they contribute to group discussions Learners were taught very well the specialized subjects that related directly to their work after graduation 102 Learners have a good preparation for their work by having good mix of theory and practice Learners can access the technical facilities during their courses Learners can meet their lectures when they have difficulties in their studying, especially if they study the specialized subjects Learners can receive useful feedback on their assessments TECHINCAL FACILITIES FOR TEACHING AND LEARNING Training facilities and materials were in good condition The training used up-to-date equipment, facilities and materials Computers are available at the institution for the student and teachers to use The institution has a Learning management system (LMS), Virtual learning environment (VLE), e-portfolio system or equivalent The institution provides Internet access to the student teachers The institution apply technical measures (such as filtering) to prevent access to certain content The institution had had a major training program in technology for teacher trainers in the last ten years Technical support are provided for student teachers at the institution The institution have a policy to promote or support ICTbased innovations by teacher trainers in their teaching LABOR MARKET The employees have positive outlook in relation to the degree of professional training The employees’ knowledge is enough to develop the company’s activity The knowledge gained in school helps the employee to fulfill the work tasks The relation between the theoretical training and the practical one developed by the university curricula is optimal 103 The practical skills and abilities have been developed inside the university curricula in order to address the increase of the employees’ productivity degree It is necessary to develop teamwork activities in the educational system in order to increase employees’ work efficiency The employees are characterized by teamwork, capacity and the affiliation to the enterprise’s organizational culture CURRICULUM VITAE I PERSONAL INFORMATION Full name : Nguyen Thien Nam Date of birth : 21st January, 1978 Place of birth : 03 Hospital, Ha Dong, Ha Noi Nationality : Vietnamese Sex/ marriage status: Male/ Married Contact address: - Current residence: 305 CT3 Alley 62, Tran Binh Street, Mai Dich Ward, CauGiay District, Ha Noi, Viet Nam - Phone: 0986016699 - Email address: hangnam2003@yahoo.com; namnt@moit.gov.vn II EDUCATIONAL ATTAINMENT Degree School Year Graduated Master of Mechatronics AIT, Thailand 2002 Bachelor of Electronics Hanoi National University 1999 III TRANNING WORKSHOPS ATTENDED Year Name of Training Workshop Name of Country 2012 Advanced Training for Vietnamese Managers on National Skills Testing and Certification system Korea 2012 Global Leadership Program Japan 2007 Skill Standard, Testing and Certification Curricular and Instructional Material development Korea 2005 2001 Advanced Vocational Training in CAD/CAM and Auto Maintenance for ASEAN countries Thailand Korea IV WORKING EXPERIENCES Year Workplace Position 1999-2003 Hanoi University of Industry Lecturer in the Department of Electronics 2003 -4/2013 Department of Education and Training- Expert Ministry of Industry and Trade 4/2013 up to now Department of Human resource Head of Division Development – Ministry of Industry and Trade ... center under the administration of the Ministry of Industry and Trade and the State management of the Ministry of Education and Training Over 55 years of training and development efforts, the school... in the improvement of the quality training of the vocational schools under the MOIT Objectives of the Study The study aims to find out the managing activities of teaching and learning the specialized. .. observation on the management of teaching and learning of specialized subjects in vocation schools in Vietnam as the input of the study The researcher then proceeded to the assessment of the current