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1 MINISTRY OF EDUCATION AND TRAINING INSTITUTE OF EDUCATION SCIENCE OF VIETNAM NGUYEN THI THANH BINH MANAGEMENT OF COMPÊTENCY – BASED INTERMEDIATE VOCATIONAL TRAINING TOWARDS EMPLOYMENT Major: Educational Management Code:9.14.01.14 SUMMARY OF PHD THESIS ON EDUCATION SCIENCE Hanoi 2018 Finalized at INSTITUTE OF EDUCATIONAL SCIENCE OF VIETNAM Scientific supervisors: Prof.Dr Sc Nguyen Minh Duong Dr Le Dong Phuong Defender1: Defender 2: Defender 3: This thesis will be reviewed at Institute –level Thesis Review Council, Institute of Educational Science of Viet Nam, 101 Tran Hung Dao Street, Ha Noi On … Month … Date … Year The thesis can bi found at : - The National Library - The Library of Viet Nam Institute of Educational Sciences PREFACE Rationale Since 2000, Vocational Education and Training (VET) in Viet Nam has payed attention to social need – based training, training reforms including the implementation of competency – based training (CBT) in order to link training and employment However, the training program in general and the intermediate level in particular is still mainly structured according to the subjects, heavy on knowledge, light on practice, not follow the CBT approach - considered flexible and work-oriented to meet diverse needs of learners as well as employers Annual enrollment based on the ability of the schools but not close to the labor market needs, so it is not consistent with the law of supply demand and leads to the situation that a part of graduates have not found jobs and the training effectiveness is reduced The main cause of the above situation is that the VET institutions have not yet managed intermediate level training according to the law of supply and demand of labor market Resolution 29-NQ/TW stated: "Management of education and training is weak" and also set out the task: "Fundamentally renovate education management, , emphasize the quality” With the above reasons, the author decided to choose the topic "Management of competency-based intermediate vocational training towards employment” Purpose of the research Propose several solutions on management of competency-based intermediate vocational training towards employment to improve the quality and the training efficiency, meeting the demand for intermediate level human resource development in the future The subject and object of the research 3.1 Target of the research: Competency-based intermediate vocational training towards employment 3.2 Object of the research: Management of competency-based intermediate vocational training towards employment Scientific hypothesis Currently, training management at intermediate level has not followed the law of supply - demand of the market, so training is both redundant and insufficient; outputs and outcomes have not met the employment requirements and labor market Therefore, if management of competency – based intermediate vocational training towards employment is implemented within appropriate solutions, from the inputs management, process management to outputs/outcomes management in connection with labor market demands, then the quality and effectiveness of training would be improved Research tasks (1) Identify the theoretical foundations on management of competencybased intermediate vocational training towards employment; (2) Evaluate the current situation of intermediate vocational training in Viet Nam and current situation of management of competency-based intermediate vocational training towards employment; (3) Propose solutions on management of competency-based intermediate vocational training towards employment Research scope 6.1 Research content The thesis focuses on organization and management methods; solutions on management of competency-based intermediate vocational training towards employment to enhance the quality and efectiveness of training and employment – oriented 6.2 Site research The thesis conducts the survey on training management at intermediate vocational level of 13 VET institutions including intermediate secondary schools and colleges These institutions are evenly distributed in the North Central - South (05 institution in the North, 03 institutions in the Central and 05 institutions in the South) 6.3 Targeted audience for survey The thesis collected opinions from 1.365 people in which, 181 administrators, 424 teachers, 322 learners, 272 graduates and166 employers 6.4 Time scope The data of the thesis research process is synthesized in the period from 2015 to 2019 Methodology and research methods 7.1 Approach methodology 7.1.1 System-based approach Intermediate-level human resources are a part of the socio-economy Therefore, the research on vocational training management at intermediate level must be placed in relationships with the demand of human resource development in order to develop the socio-economy in each stage 7.1.2 CIPO – based approach Based on CIPO model, training management is structured by groups: Input (I-Input), process (P-Process), output/outcomes (O-Output / Outcomes) under the impact of context (C-Context) 7.1.3 Historical/logical approach Training management must be consistent with certain historical contexts When the historical context changes, management methods, processes and measures will be renewed accordingly However, the introduction of a new method, process or measure does not mean a new construction but must have inherited from the achievements 7.1.4 Competency-based training Human resource training must shift from content approach to target approach, taking output as a goal, towards forming the necessary professional competencies for learners so that they can perform the task of job according to occupational standards and have the opportunity to find a job 7.1.5 Market-based approach In the market mechanism, education must be managed and operated in accordance with the law of market supply and demand to meet customer requirements and to improve the quality and effectiveness of institutions Therefore, the study proposes solutions on management of competencybased intermediate vocational training towards employment must also follow the rules of the market 7.2 Research methodology The author used theoretical research methods of collecting, analyzing, synthesizing documents related to the thesis and practical research methods such as: survey methods, questionnaires, expert methods, mathematical statistics, summarizing practical experience and testing methods Viewpoints needs to be protected - Competency-based intermediate vocational training towards employment will create necessary professional capacities and create conditions for graduates to find jobs in the right fields, sustainable jobs and improve career development - Applying CIPO model to manage training from input (enrollment, curriculum, teachers, facilities), teaching and learning process to evaluation of output/outcomes under the impact of market economy - Reforming management of competency-based intermediate vocational training towards employment at VET institutions is necessary to gradually improve the quality of training to meet employment needs New findings of the thesis Based on CIPO training model, built the theoretical framework for management renovation of competency-based intermediate vocational training towards employment The survey showed that there have been some shortcomings remains in the training and management of competency-based intermediate vocational training towards employment The author proposed some training management processes such as: management process for identifying the for demand; enrollment management process based on job demand; management process of the curriculum development based on job demand; management process of training and fostering teachers; management process of new teachers recruitment; management process of the integrated lessons compilation; process of establishing a job recommendation and consultancy team; management process of cooperative relationships between school and employers The author built a competency framework for training program of Marketing job at the intermediate vocational level, proposed 06 solutions on the management of intermediate vocational level human resource training The author experimented one of solutions The results of scientific experiment showed that the proposed solution not only met the theoretical requirements of management science but also met practical demands with high possibility 10 Structure of the thesis Apart from the introduction, conclusion, recommendations, a list of the author's research works, references, appendices, main contents of the thesis are structured in chapters: - Chapter 1: The theoretical foundation on management of competency-based intermediate vocational training towards employment - Chapter 2: The current situation on management of competencybased intermediate vocational training towards employment - Chapter 3: Solutions to management of competency-based intermediate vocational training towards employment CHAPTER THE THEORETICAL FOUNDATION ON MANAGEMENT OF COMPETENCY – BASED INTERMEDIATE VOCATIONAL TRAINING TOWARDS EMPLOYMENT 1.1 Overview of the research topic 1.1.1 Research on competency - based training 1.1.1.1 Overseas studies - William E Blank (1980), Fletcher S (1991), Worsnop, Percy J (1993), Tom Lowrie (1999), Serge Côté (2012), Ayonmike, Chinyere S., Noel Kufaine and Nancy Chitera (2013), Okoye Michael (2015) mention institutional framework of competency – based training, structural characteristics of competency – based training, building competency standards linking with occupations to form the competencies for learners, the role of teachers, facilities, the role of learners when moving to the competency-based training as well as the way to build a competency - based training framework, implement and develop competency-based training program 1.1.1.2 Domestic studies The domestic experts have studied the module of occupractice skills applied in Vietnam; main contents in vocational training management, curriculum development, teaching, capacity building for learners as well as examination and evaluation in competency – based teaching 1.1.2 Research on employment – oriented training 1.1.2.1 Oversea studies - UNESCO (1997), UNESCO-ILO (2002), Astha Ummat, Buning, Frank Schnarr, Alexander (2009), Zafiris Tzannatos Geraint Johnes (1997), Lisbeth Lundahh Theodor Sander (1998), Rita Nikolai Christian Ebner (2011), Chana Kasipar and colleagues (2009) studied on the enhancement of linkage between VET and the world of work, the role of industry in the linkage between training and employment, the analyse of benefits of schools and industry in training cooperation and solutions on the enhancement of linkage between training and employment 1.1.2.2 Domestic studies Nguyen Minh Duong, Phan Van Kha carried out a research into the linkage between training and employment through modules – based vocational training, impacts and principles in building the cooperation of training and human resource utilization 1.1.3 Research on management of competency-based intermediate vocational training towards employment in vocational education and training 1.1.3.1 Oversea studies Richard Noonan (1998), Vladimir Gasskov (2000), Serge Côté (2004), Geogre Predley (2009), OECD (2011) and other authors mentioned ways to manage human resources in VET meeting social needs; solutions on improvement of the linkage between training and employment 1.1.3.2 Domestic studies Studies of Do Van Tuan (2010), Tran Trung (2013), Nguyen Phuc Chau (2010), Nguyen Thi My Loc (2010) and some doctoral thesis proposed solutions to develop vocational training to improve the quality of human resources; training management at vocational schools to meet social needs; indicate trends of VET development and propose new models of vocational education schools in the context of Viet Nam Concerning the training management job-oriented at intermediate level, studies of authors: Dang Xuan Hai (2010), Nguyen Duc Tri (2010), Phan Van Kha (2007), Dao Thi Le (2017), Doan Nhu Hung (2018), Le Dai Hung (2018) emphasized the change management of schools in accordance with the training philosophy and labor market In summary, many authors have studied on training and management of competency-based intermediate vocational training towards employment, however, there have not been any research that analyzed the linkage between training and employment; job-oriented intermediate level training management models as well as specific solutions on management of competency-based intermediate vocational training towards employment Therefore, it is necessary to have a new research direction to contribute to management of competency-based intermediate vocational training towards employment 1.2 Basic concepts 1.2.1 Intermediate level 1.2.2 Training management 1.2.3 Competency approach 1.2.4 Employment – based training 1.3 Role of intermediate level human resources Currently, among trained workers with degrees, the proportion of intermediate – trained workers is a higher than college – trained workers in all sectors This fact shows the great role of intermediate-level human resources in the economic sectors of our country Besides, by 2030, when the labor force working in the whole economic sector is expected to be about 70 million people, the total estimated population of the country is 105 million and the trained labor force is about 56 millions of people, the human resources of the vocational training system are expected to account for about 48 million people, equivalent to 85.7% of the total number of trained personnel, the human resources at the intermediate level in the next 10 years are still considered as the core manpower of VET when trained workers gradually replace unskilled workers 1.4 Competency – based training towards employment 1.4.1 The philosophy of training 1.4.1.1 Learn to master job-tasks, to get a chance to find a job 1.4.1.2 Occupational standard is a measure of the proficiency in the job 1.4.1.3 To be proficient in the job, there are certain conditions 1.4.2 Principles of training 1.4.2.1 Training must come from occupational standards 1.4.2.2 Publicize criteria, evaluation criteria and implementation conditions to learners 1.4.2.3 Proficiently learn each ability before moving on to other competencies 1.4.2.4 Pay attention to the results, care less about time 1.4.2.5 Facilitate learners at their own pace and ensure the necessary conditions for implementation 1.4.2.6 Competency - based assessment 1.4.3 Characteristics of training 1.4.3.1 Output oriented - practice capacity 1.4.3.2 Employment – based enrollment 1.4.3.3 Training process orgnization 1.4.3.4 Output/outcomes evaluation 1.5 Some training model 1.5.1 Process training model 1.5.1.1 Inputs 1.5.1.2 Process 1.5.1.3.Output 1.5.2 Circular training model 1.5.2.1 Training needs identification 1.5.2.2 Training planning and designing 1.5.2.3 Training implementation 1.5.2.4 Output/Outcomes eveluation 1.5.3 CIPO model CIPO is abbreviated from the term Context-Input-Process-Output The CIPO model was proposed by UNESCO in 2000 This model has many similarities with the model of process training model; however, there is a fundamental difference of the CIPO is the emergence of context factors affecting the whole process of training Therefore, the CIPO model is considered to be consistent with a constantly changing society and is always influenced by contextual factors 1.6 Applying the CIPO model to management of competencybased intermediate vocational training towards employment The author applies the CIPO model to management of competencybased intermediate vocational training towards employment This model is generalized as shown in Diagram 1.1 1.6.1 Inputs management 1.6.1.1 Enrollment management according to employment - oriented competency: To comply with the law of supply and demand in quantity and occupations, graduates will have more opportunities to find jobs and improve training effectiveness 1.6.1.2 Teacher development management to implement competencybased training: Teachers have a decisive role to enhance the training quality In the competency-based intermediate vocational training towards employment, teacher have to integrate both theory and practice, and use positive teaching methods, modern teaching and learning facilities and equipment as well as information technology and simulation technology in teaching 1.6.1.3 Training program development management of competencybased intermediate vocational training towards employment: It is necessary to manage the identification of objectives/learning outcomes of curriculum, content and modules – based structure design of curriculum 1.6.1.4 Management of teaching facilities and training equipment to competency – based training: Competency – based training requests facilities and equipment is relevant with the professional environment at the job position so that graduates can easily integrate with the world of work The equipment must be of all types, in sufficient quantity and modern (not too backward compared with the demand of industry production) to conduct learning activities as required by the training program 1.6.1.5 Financial management: Finance assures training activities in the schools, so financial management is necessary Management of the adaptation with the context - Political and socio-economic context - Policies - Labor market; progress of science and technology, globalization, international Iitergration Input management - Enrollment management - Training program development management - Teacher management - Management of facilities and equipment Process management - Teaching process management - Teaching activities management - Learning activities management - Output management - Evaluation, granting certificate and degrees - Job concultancy and - Tracer studies Employment - Demand of labor market - Competencies of graduates meeting job requirements of labor market Diagram 1.1 Applying the CIPO model in management of competency-based intermediate vocational training towards employment 1.6.2 Teaching process management 1.6.2.1 Teaching process organization management: Including tasks: Select teaching process organization types; assign teachers; arrange teaching facilities and training equipment to implement training courses; organize the teaching based on job tasks; organize modules - based training 1.6.2.2 Teaching activities management: Including tasks: manage the preparation for teaching and learning activities; manage the performance of teachers' lectures 1.6.2.3 Learning activities management: Including tasks: manage learning activities in class and manage outside-class learning activities 1.6.3 Output management 1.6.3.1 Evaluation and granting certificate and degrees 1.6.3.2 Job consultancy for graduates 1.6.3.3 Collection of feedback management 1.6.4 Impact of context on management of competency-based intermediate vocational training towards employment 1.6.4.1 Political and socio-economic context 1.6.4.2 Policies 11 input capacity of learners, however, schools need to promote enrollment based on surveying the job demand of the labor market and classifying learners 2.3.2 Situation of training program development Regarding the development of the training program, schools implement many forms of training program development However, they have not yet focused on the development of training program towards outcomes Besides, the training program is still focus much on theory and less on practice, also content on soft skills has not been focused in the curriculum 2.3.3 Situation of teaching capacity and the need of improving the competency of teachers The ability of teachers to communicate with students is most appreciated The next is the capacity to use information technology in teaching However, teachers are still weak at teaching and integrating theory with practice, using active teaching methods as well as modern technical means in teaching 2.3.4 Situation of facilities and teaching equipment Basically, the facilities and teaching equipment meet the training level quite well However, the level of modernity compared to the requirements is underestimated 2.3.5 Situation of teaching activities This survey shows that teachers are very conscious in preparing lectures in the teaching process; most of the traditional and basic teaching activities are regularly performed However, active teaching and integrated teaching activities are not implemented 2.3.6 Situation of student achievement assessment Regarding the assessment of students' learning outcomes, teachers still use traditional assessment methods that have not evaluated learning outcomes according to the competencies required for job 2.3.7 Situation of the relationship between the school and the employer VET institutions coordinate well with employers to organize graduation exercises for students However, most of the relevant criteria such as the connection between the school and the establishment employing employers in consulting and job introduction for graduates, developing the training program, sending experts to teach, receive students in internship and support teachers to practice skills at the employers' premises which are not performed well 2.3.8 Situation of the quality of intermediate level training compared to the job requirements Regarding the quality of intermediate-level training compared to the job requirements, the criteria of occupational skills, foreign language capacity and informatics support work of students are still limited 12 2.3.9 Situation of graduates ‘employment Regarding the employment status of graduates: 34% of graduates find a job in the right training sector for a period of months Generally, the percentage of graduates who have found a job in the right training sector is still limited Meanwhile, the percentage of graduates finding jobs but irrelevant to training within a 6-month period accounts for 48% Besides, the number of graduates who cannot find jobs accounted for 18% is quite high Thus, VET institutions need to well implement the training management, set out specific solutions to take advantage of opportunities, limit challenges as well as promote strengths and overcome weaknesses to meet the demands of the labor market and employment 2.4 Current situation of management of competency-based intermediate vocational training towards employment 2.4.1 Input management 2.4.1.1 Situation of enrollment management towards jobs In general, VET institutions have done quite well the management of public announcements of enrollment results, management of enrollment applications, management and approval of enrollment results, management of enrollment and management targets Admission notice to attract learners However, enrollment management according to employment needs is still performing at a low level VET schools must have solutions to solve this question 2.4.1.2 Situation of training programs management and development basing on competency approach towards employment VET institutions have not yet done well to design capacity modules and determine the output standards of the training program It is the fact that most VET institutions are conducting training according to the school year, only a few institutions implement modules – based training program 2.4.1.3 Situation of teachers management and development to carry out competency – based training VET institutions have not focused on further training for teachers as well as associated with companies to train teachers The incentives for teachers have not well implemented 2.4.1.4 Situation of teaching facilities and equipment management to implement competency – based training VET institutions must well from the planning, procurement, installation, preservation and repair of teaching equipment until the inspection and assessment of the implementation of investment plans, develop the cooperation between schools and industry in teaching facilities and equipment 2.4.1.5 Situation of financial management 13 VET institutions have focused on investing in teaching facilities and equipment, mobilized vary resources, well-implemented scholarship and incentives for learners 2.4.2 Situation of teaching process basing on competency approach towards employment 2.4.2.1 Management of teaching process VET institutions have done quite well in assigning teachers However, the majority of teachers still uses traditional teaching methods, not boldly renovate into modules-based training and teaching closely to the employment 2.4.2.2 Teaching management VET institutions must focus on managing the design of pedagogical/learning materials; managing teachers' teaching plans; managing the implementation of integrated lectures 2.4.2.3 Learning management VET institutions need to further strengthen the management of learning activities in class or outside class, and especially focus on management the practice of learners in the industry because this is one of the important contents linking training and the world of work, helping graduates to easily integrate into the job market 2.4.3 Situation of employment-oriented output/outcomes management Survey results show that employment-oriented output/outcomes management is not well implemented Competency – based assessment, granting of certificates and degrees for learners, job consultancy for graduates are all very important contents that link training with employment, opening up learning and working opportunities for learners However, they are not implemented synchronously 2.5 Impacts of the context to employment-oriented training According to the CIPO model, the external context consists of political, legal, socio-economic, scientific and technological advances, globalization and international integration, cooperation with employers…will affect the inputs, outputs and training process Therefore, in the process of employment-oriented training at the intermediate level, VET institutions need to pay attention to the context factors to have flexible changes as well as easily adapt 2.6 Overall assessment of the situation of management of competency-based intermediate vocational training towards employment 2.6.1 Strength The management of enrollment and training is carried out in accordance with the regulations on enrollment; competency – based training is newly; VET schools are interested in planning staff development and implementing 14 remuneration policies for teachers; planning teaching facilities and equipment every year; teachers actively innovate teaching methods, assessment method of students' learning results; management of certificate and degree issue for learners; attaching importance to assessment of learning outcomes according to traditional teaching method 2.6.2 Weakness Enrollment associated with employment needs has not been given adequate attention Management of the training program development has not yet met the requirements of occupational practices: training program is built based on the curriculum framework, not focusing on the management of the training program content, outputs/outcomes and not structured in modules Management and development of teachers, further training for teachers is still fuzzy Facilities are backward, not properly invested and in line with professional development practices Weak linkage with industry, therefore, training is not associated with production practices Employment consultancy and tracer surveys has not done regularly and has not really promoted proactive and professional 2.6.3 Opportunities and challenges VET is always concerned by the Party and the State International integration, globalization and development of science and technology create conditions to innovate content, teaching methods, and intermediate level training management However, the challenges show that the VET quality at intermediate level is still limited; international labor migration takes place on a global scale, leading to competition for workers' skills, posing great challenges to Vietnamese labor force 2.6.4 Causes of limitations Management capacity is limited, mainly based on experience and old ways, not promoting initiative and creativity The recruitment and further training of teacher have not been given adequate attention Teaching facilities and equipment are old and backward, not updated with the current career development trend The autonomy and self-responsibility before the society of the schools have not had specific and detailed instructions; Some VET institutions also depend heavily on the state budget Conclusion of Chapter The survey results shows that it is necessary to innovate enrollment management, develop training programs, further training for teachers, innovate and manage the teaching process, manage teaching and learning activities In addition, it is necessary to innovate job consultancy for graduates as well as carry out the tracer survey, from that, adjusting the training program in accordance with the practice 15 CHAPTER SOLUTIONS TO MANAGEMENT OF COMPETENCY – BASED INTERMEDIATE VOCATIONAL TRAINING TOWARDS EMPLOYMENT 3.1 Orientations for proposed solutions 3.1.1 Towards standardization of output/outcomes 3.1.2 Towards training to meet the employment needs 3.1.3 Towards training quality management 3.2 Principles for proposed solutions 3.2.1 Guarantee of objectives 3.2.2 Guarantee of inheritance 3.2.3 Guarantee of systematization and synchronization 3.2.4 Guarantee of posibility 3.2.5 Guarantee of practicality 3.2.6 Guarantee of efficiency 3.3 Innovative solutions to management of competency-based intermediate vocational training towards employment 3.3.1 Solution 1: Innovating the management of demands – based enrollment 3.3.1.1 Purpose of the solution Overcoming the limitations that VET institutions are facing are both redundant and lack training Creating more opportunities for graduate students to find jobs 3.3.1.2 Content of the solution The solution consists of the following contents: Management determines the demand for intermediate level jobs and manages enrollment based on competency approach towards employment 3.3.1.3 Ways of solution implementation - Management of intermediate level training need identification In order to manage the identification training needs by accurate and timely way, the institutions should follow the 6-step process including: + Step 1: Make plan to collect information on intermediate level job demands in the region + Step 2: Establish a specialized teamwork to survey the demand for intermediate level jobs including those who are knowledgeable about survey work + Step 3: Design the survey toolkit to gather information on training needs, which clearly define the demand for quality (capacity), the quantity and the structure of intermediate-level professions + Step 4: Conduct surveys to collect information on job demands + Step 5: Data analysis, information processing, synthesis of survey results 16 + Step 6: Prepare an overall report on intermediate level employment needs - Manage enrollment based on competency approach towards employment In order to manage the enrollment, the VET institutions need to set up an Admissions Council and carry out the process including the following steps: + Step 1: Make enrollment plan The VET institutions need to make specific content and requirements on enrollment time, subjects and forms, professions according to employment needs, procedures and applications for enrollment and admission duties and powers of the Admissions Council and relevant Departments as prescribed + Step 2: Notice of enrollment The VET institutions need to announce publicly and promptly on the mass media about the enrollment criteria according to the majors that institutions will enroll, the entry conditions, the necessary documents and the time of enrolling + Step 3: Accept the application The VET institutions establish a board to receive the application and explain the questions as well as advise and answer the candidates’ questions + Step 4: Admission Based on the profile, the Admissions Council will organize the admission according to the specified criteria and make a list of the winners to the Principal for approval + Step 5: Notification of admission After being approved by the Principal, the nominated department will send notices to the successful candidates and set the date of admission + Step 6: Organize the assessment of input capacity This is a principle of performance-based training and will facilitate learners not to re-learn what they already know + Step 7: Do consultancy on career selection In order to help learners avoid being confused in choosing careers; or suitable to the labor market needs + Step 8: Class and major distribution 3.3.1.4 Conditions for solution implementation VET institution leaders must change their perception; choose the right personnel and organize further training for the staff to implement the enrollment; arrange necessary equipment to operate and strengthen cooperation with industry 3.3.2 Solution 2: Managing intermediate vocational training programs development based on competency towards employment 3.3.2.1 Purpose of the solution Ensure that the training program meets the job tasks and duties, meeting the employer needs; expand learning opportunities for learners, so that learners choose the necessary content to learn in accordance with their 17 needs, abilities and lifelong learning ability; contribute to improving the quality and effectiveness of vocational traning 3.3.2.2 Content of the solution Establish the Training Program Development Sub-Committee and organize the implementation of tasks to build a module - based training program, eliminate the old academic programs not updated with professional environment 3.3.2.3 Ways of solution implementation In order to implement this solution, the VET institutions should follow steps: - Step 1: Establish the training program sub-committee - Step 2: Conduct job analysis to determine the output standard of the training program - Step 3: Analyze the learning outcomes of the training program to determine the content of the training program - Step 4: Structure of the competency – based training - Step 5: Workshop to get expert opinions and finalize the training program draft - Step 6: Approve and issue a new training program Announcing the training program on mass media and conducting training under the new training program In order to design the content structure of the competency – based training, VET institutions should follow these steps: + Step 1: Select training content + Step 2: Identify the lectures integrated in each module + Step 3: Organize module compilation + Step 4: Organize a workshop to consult experts on draft training modules + Step 5: Complete the modules 3.3.2.4 Conditions for solution implementation Changing awareness of VET institutions leaders about developing training programs associated with employment; have a contingent of teachers and knowledgeable experts on developing the competency – based training; have sufficient resources to support the curriculum development; cooperate closely with industry in developing the training program 3.3.3 Solution 3: Managing the development of teachers to competency – based training toward employment 3.3.3.1 Purpose of the solution In order to cultivate teachers who have enough professional capacity to meet the quantity, balance with the training industry, especially can integrate the theory with the practice to implement the training courses according to competency approach 3.3.3.2 Content of the solution 18 The solution includes the following contents: Managing and retraining existing teachers and managing new teachers recruitment 3.3.3.3 Ways of solution implementation - Managing further training and retraining existing teachers: + Conduct survey on the capacity of existing teachers' staff + Determine further training and retraining needs + Organize further training and retraining of existing teachers Training courses and further training must be planned in details and evaluation - Management of new teacher recruitment The principles of publicity, fairness and democracy must be followed, ensuring that the right people are chosen In order to recruit teachers to meet their requirements, VET institutions need to follow the process of steps: + Step 1: Determine the need for new teacher recruitment + Step 2: Plan a new teacher recruitment + Step 3: Establish a new Teacher Recruitment Council + Step 4: Organize the implementation of new teacher recruitment + Step 5: Approve new teachers 3.3.3.4 Conditions for solution implementation VET institutions’ leaders should pay more attention; changing teachers' perceptions; have a specific teacher training and retraining plan and arrange annual funding to carry out activities 3.3.4 Solution 4: Managing learning and teaching activities based on competency approach towards employment 3.3.4.1 The purpose of the solution In order to ensure the requirement of teaching integrated with each job of employment to equip students with the necessary competencies to have the opportunity to find jobs after graduation, at the same time to improve the quality and effectiveness of the teaching process 3.3.4.2 Content and solutions - Management of the integrated lecture Lecture: Compilation of integrated lectures, including contents such as target writing, integrated lecture content, selection of assessment tools and equipment-suppliesmethods convenient teaching integrated lecture Compilation of integrated lectures should be organized in the following steps: + Step 1: Determine the target of integrated lecture + Step 2: Develop a set of learning outcomes assessment tools + Step 3: Select the content of integrated lecture + Step 4: Select equipment, supplies and teaching facilities + Step 5: Through the subject + Step 6: Complete the integrated lecture 19 - Managing lesson plans for integrated lectures: To manage the compilation of integrated lectures, it is necessary to follow a process with strict logical steps while ensuring pedagogy in teaching theory as well as practice How to this includes the following steps: Check and evaluate the identification of the topics of the Integrated Lecture; examine and evaluate the determination of teachers' teaching activities and corresponding learning activities according to each topic; checking and evaluating the selection of technical facilities and learning materials; check and evaluate the time distribution for each topic and check and evaluate the determination of the required results of each topic - Managing the organization of teaching process Integrated lectures: Depending on the content of each integrated lecture, teachers need to choose the location, facilities and teaching equipment to suit the content of the lecture and each student group - Managing the implementation of integrated lectures: Teachers need to apply practical teaching methods, correct sample manipulation, guide students to practice the right process and timely correct errors of students in the process of practice Teachers also need to have the ability to proficiently use technical facilities and necessary teaching equipment for integrated lectures - Managing the assessment of learning outcomes Integrated lectures: Teachers need to perform tasks such as: compiling a set of assessment tools, collecting evidence and evaluating the learning results of integrated lectures of students Assessing the learning outcomes of integrated lectures of each student, assessing according to the output capabilities and according to the prescribed standards for each job 3.3.4.4 Conditions for solution implementation VET institution leaders must change their perception; enough necessary teaching facilities and equipment; issue regulations on management of teaching activities 3.3.5 Solution 5: Setting up a employment consultancy team for graduates 3.3.5.1 Purpose of the solution Providing graduates for job information to help them to find a job and create job after graduation or during the learning process; improve the rate of graduates who find jobs; improve the school's social responsibility for students studying at school; link supply and demand in the labor market, reduce the rate of graduate unemployment, contribute to improve the reputation of VET institution 3.3.5.2 Content of the solution Establish a Consultancy Team, build the functions and responsibilities of the Consultancy Team and implement the tasks 20 3.3.5.3 Ways of solution implementation + Step 1: Establish an employment consultancy team consisting of administrators, teachers who are knowledgeable about career and employment The number of employees depends on the size of enrollment, training and the level of cooperation with the business to arrange accordingly + Step 2: Develop functions and tasks of the consulting and job recommendation team + Step 3: The VET institutions organize a short course training for team members on labor, employment and social responsibility; communication skills + Step Operate the group's activities 3.3.5.4 Conditions for solution implementation Concerns of leaders; establishing close relationships with industry; choosing the right personnel to participate and arrange operating funds for the team 3.3.6 Solution 6: Managing cooperative relationships between VET institution and employers 3.3.6.1 Purpose of the solution VET institutions are able to mobilize resources of the employer; employers may recruit human resources in accordance with their requirements; learners have conditions to contact with modern equipment and technology as well as the actual production speed 3.3.6.2 Content of the solution The solution includes the following contents: Managing the identification of partners, managing the selection of the level of cooperation and managing the identification of cooperation contents 3.3.6.3 Ways of solution implementation In order to well manage the cooperative relationship between vocational education institutions with intermediate level training with employers, it is necessary to follow the process including the following steps: + Step 1: Identify employers who are partners of VET institution + Step 2: Determine the content of cooperation + Step 3: Select the level of cooperation + Step 4: Develop cooperation mechanism + Step 5: Develop cooperation plan + Step 6: Implement the cooperation plan + Step 7: Evaluate cooperation results 3.3.6.4 Conditions for solution implementation Having sufficient resources to cooperate with the employer; change the perception of leaders of vocational education institutions and employers It is necessary to promulgate policies to encourage 21 employers to participate VET training activities, base on the law of supply and demand The relationship between proposed solutions (diagram 3.1): Solution 1: Innovating the management of demands – based enrollment Solution 2: Managing of intermediate vocational training programs development based on competency towards employment Solution 5: Setting up a employment consultancy team for graduates uction team for graduates Solution 4: Managing learning and teaching activities based on competency approach toward employment Solution 5: Managing cooperative relationships between schools and employers Solution 3: Managing the development of teachers Employment Diagram 3.1 Relationship between solutions 3.4 Examining the necessity and feasibility of solutions 3.4.1 Objective To verify the necessity and feasibility of solutions by consulting experts 3.4.2 Implementation Consulting experts on the necessity and feasibility of the proposed solutions 3.4.3 Survey method and examined target group The author developed survey questionnaires and sent to 80 people including education experts, scientists, education managers and representatives of companies to get their comments on the necessity and feasibility of the solutions The majority of the surveyed people agree that the solutions are necessary (over 85%) and feasible (from 77.5% to 90%) Only one person believes the 2nd solution is not feasible In summary, the proposed solutions to the reform of training management at intermediate level are essential 3.5 Testing the solutions 3.5.1 Purpose of testing 22 To verify the necessity and feasibility of the solutions to prove the hypothesis is true 3.5.2 Testing scope The author chose only one vocational school to test the Solution 3.5.3 Target group 20 trainees at the electronics engineering class were tested with the fifth solution, and 20 others trainees at the same class were not tested 3.5.4 Testing process Testing process includes steps: preparation, testing, and evaluation 3.5.5 Evaluation of the testing results The thesis focuses on testing the solution 5, which is “Setting up an employment consultancy team for graduates” The testing demonstrates that among the tested group, 80% have found jobs immediately in the trained area; 20% have found jobs immediately but not in the trained area; no one has found a job in the trained area within months; no one has found a job in within months not in the trained area Among the nontested group, the respective rates are 45%, 30%, 18%, and 7% Apart from that, after the testing time, the VET school undertaking the testing has established the Center for Human Resource Development and Job Introduction on 14 August 2018 (under Decision 499/QĐ-NSG), which has mandates to provide advice and introduce jobs for graduates, cooperate with companies and job services centers in cities and provinces for advising and introducing jobs for graduates This is a strong evidence for the success of the solution after applying in the school Conclusion for Chapter By studying the theory and situation of intermediate level training management at VET institutions, the author proposed solutions to innovation of management of competency-based intermediate vocational training towards employment The thesis introduces solutions, and each one plays a certain important role, and has influence on the training management Overall, the solutions have interrelationships in improving quality and efficiency of the training attached to employment and social security Among the solutions, the author selects Solution Setting up an employment consultancy team for graduates, which closely attaches training and employment The testing affirms that the solution is correct, practical, effective, and pays the way for the training management of VET institutions CONCLUSION AND RECOMMENDATIONS Conclusion Theoretical basis: The thesis selects and makes use of the model CIPO for training management at the intermediate level toward employment According to this model, it is necessary to manage input, training process 23 and output in the current context of the market economy and international integration Practical basis: The survey has discovered that the schools now pay attention to the improvement of enrollment, job counseling, development of training programs attached to jobs in demand, and improvement of conditions to ensure training quality However, the implementation in reality shows certain limitations, for example: enrollment is still based on the demand of students rather than satisfying the requirement of the labor market; output standards have yet developed according to professional capacity; a certain number of trainers have limited capacity or have yet got used to teaching in the method of capacity approach, combination of theory and practice; job counseling and introduction for the graduates is still limited To overcome such the shortcomings, the writer has developed solutions to training management at the intermediate level applying capacity approach toward employment; examined the necessity and feasibility of the solutions, and testing the Solution The testing results demonstrate the proposed solutions are essential and can be applied in the schools Recommendations 2.1 To the Ministry of Labor, Invalids and Social Affairs - Revise and amend the Law on vocational education and training, which omits the regulation on annual training from the Law, and regulates compulsory training in the method of combining training modules for different levels attached to learning outcomes of trained profession; - Promote collaboration with different ministries, agencies, sociopolitical organizations, social organizations, profession associations; Make an estimation of labor demand in different sectors; - Make good planning for the network of VET institutions which meets the demand for appropriate labor according to trained areas and levels; - Develop policies and mechanisms which encourage employers to participate in vocational training; and consider establishing a fund for vocational training development which would be contributed by employers and stakeholders 2.2 To Departments of Labor, Invalids and Social Affairs - Strengthen monitoring and inspection of the implementation of training attached to job creation in relevant authorities in order to advise People’s Committees of cities and provinces directly under the central administration to issue policies on adjusting human resource development attaching to job creation; - Create suitable mechanism to promote the roles of local job services centers, and establish close connection between the schools, employers and trainees 24 2.3 To VET institutions providing intermediate level training - Promote cooperation with national and international employers in order to provide training for them; - Consider making training link with vocational training institutions in the same system and other institutions to make advantage of their strengths; - Conduct periodical survey and evaluation of job requirements to make appropriate training plan; limit the trained people unable to find a job; update and reform training program meeting requirements of profession positions; - Focus on training and fostering of good teachers; form a contingency of teachers who could combine theories and practice; - Promote education socialization to attract investment and develop appropriate conditions to ensure training quality 2.4 To employers - Consider establishing close cooperation with the authorities in vocational education and training and vocational education and training institutions in training and labor recruitment; - Create favorable conditions for students and teachers to be involved in practice and skills improvement; - Work with VET institutions to carry out scientific thesis to apply in production and business; - Promote companies’ responsibilities in accordance to the Law on Enterprises 25 LIST OF PUBLISHED SCIENCE WORKS RELATED TO THE THESIS Author / No Description Year of Co- Titles publicati author Applying the CIPO model into training management towards job-based Journal Author Cooperative relation between Co- Educational Science, competency – based training author No 147 - December qualification level: Roles and trend 2017 2017 Journal of Vocational Co- Education author Training, No 56 - and 2018 May 2018 Experiences of foreign Journal of Vocational countries on job – oriented vocational education and 2017 of school and enterprises in A review of intermediate Educational Science, Journal towards careers of No 142 - July 2017 competency on Education and Author training Training, No 59 - 2018 September 2018 Training and fostering of vocational education teachers to meet requirements of competencybased training Journal of Education Author and Society 2019 ... the training attached to employment and social security Among the solutions, the author selects Solution Setting up an employment consultancy team for graduates, which closely attaches training... learners; attaching importance to assessment of learning outcomes according to traditional teaching method 2.6.2 Weakness Enrollment associated with employment needs has not been given adequate attention... summarizing the theories on training and management of competency-based intermediate vocational training towards employment, the thesis has applied CIPO model and has built a theoretical framework