Đánh giá năng lực kiến thức và kỹ năng sinh viên tốt nghiệp các trường nghề Cơ sở phát triển hợp tác đào tạo giữa trường nghề và doanh nghiệp

Đánh giá năng lực kiến thức và kỹ năng sinh viên tốt nghiệp các trường nghề Cơ sở phát triển hợp tác đào tạo giữa trường nghề và doanh nghiệp Đánh giá năng lực kiến thức và kỹ năng sinh viên tốt nghiệp các trường nghề Cơ sở phát triển hợp tác đào tạo giữa trường nghề và doanh nghiệp luận văn tốt nghiệp thạc sĩ

Southern Luzon State University Republic of Philippines Thai Nguyen University Socialist Republic of Vietnam HA XUAN QUANG Assessment of capability, knowledge and skill of vocational school graduates: A basis for enhanced industry-academe cooperation DOCTORAL DISSERTATION Principal Supervisor: Dr A Walberto Macaraan From Southern Luzon State University July 2013 ACKNOWLEDGEMENT On completion of this study, the author has received significant support and collaboration from many organizations and individuals First and foremost, I would like to thank the leader team and the staff of ten universities and colleges of MOIT, including Hanoi University of Industry, Ho Chi Minh City University of Food Industry, Ho Chi Minh City University of Industry, Hue Industrial College, Nam Dinh Industrial College, Vietnam-Germany Industrial College, Industrial Economic – Technology College, College of Industrial Techniques, Constructional and Industrial College, Vocational College of Commerce as well as Vocational College of Agricultural Mechanics (Ministry of Agriculture and Rural Development) and Vietnam-Korea Vocational College of Engineering (Nghe An province) for sharing information and cooperating in the survey I have to acknowledge the contributions of my colleagues and students at Hanoi University of Industry in the process of distributing and collecting questionnaires from over 230 enterprises Without this support, I could not have gathered such huge database for research and analysis I would like to express my appreciation to the support from the leaders of Hanoi University of Industry The university has created necessary conditions including time, budget and other priorities for me to complete the DBA course and the final thesis on time Thanks for the support and encouragement from the fellows and teachers at Hanoi University of Industry, especially comments on expertise from colleagues in Faculty of Business Administration A special thanks goes to Thai Nguyen University and Southern Luzon State University for their cooperation in this training program which provides me with an opportunity to participate in and conduct the project that I have long cherished I take this opportunity to express my profound gratitude and deep regards to my guide Dr A Walberto Macaraan from Southern Luzon State University for his exemplary guidance, monitoring and constant encouragement throughout the course of this thesis Last but not least, many thanks go to my family They are always beside me and encourage me through the duration of my studies I am also indebted this achievement to my beloved wife and two daughters for their great help and support Sincerely thank you July 2013 Ha Xuan Quang i DEED OF DECLARATION I, Quang HA XUAN., hereby submit my Dissertation for oral examination, entitled “Assessment of capability, knowledge and skill of vocational school graduates: A basis for enhanced industry-academe cooperation”, truthfully declare that the said paper is a product of my original research investigation The data presented in the paper have clear origin Dr candidate Ha Xuan Quang ii TABLE OF CONTENTS ACKNOWLEDGEMENT i DEED OF DECLARATION ii TABLE OF CONTENTS iii ABSTRACT v LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES x RATING SHEET xi CHAPTER I: INTRODUCTION 1.1 Background 1.2 Problem Statement 1.3 Reseach Objectives 1.4 Research Questions 1.5 Hypotheses 1.6 Scope and Limitation of the Study 1.7 Reseach Definitions 1.8 Significance of the Study 1.9 Structure of the Study 1.10 Conclusion CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES .9 2.1 International related research 2.2 National related research 10 2.3 Theoretical and conceptual framework 11 2.4 Analysing framework 22 CHAPTER III: METHODOLOGY 24 3.1 Research design 24 3.2 Determination of sample 25 3.3 Research instrument 29 3.4 Data gathering procedure 34 3.5 Data processing method 34 3.6 Evaluation the reliability of scales 42 3.7 Statistical treatment 43 CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 46 4.1 Characteristics of the survey sample 46 4.2 Enterprises’ assessment of the knowledge, skills and capabilities to work of graduates from vocational schools 48 4.3 Assessment of conditions ensuring the quality of vocational training in vocational schools 56 iii 4.4 Forms of cooperating activities currently organized at vocational schools 60 4.5 Benefits of cooperation according to the assessment of enterprises and vocational schools 63 4.6 The influence of cooperating programs on the knowledge and skills of vocational school students 65 4.7 Cooperating programs that enterprises expect/desire to participate 67 4.8 Factors hindering cooperation 69 4.9 Accreditation of the relationship between the variables/factors 70 10 Construction of regressional function to analyse the relationship between factors 73 CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS75 5.1 Findings of study 75 5.2 Accreditation of the hypotheses 77 5.3 The relationship between factors and the development of school -enterprise cooperating programs 78 5.4 Proposals for the development of programs collaboration school - industry 78 5.5 Conclusion 81 REFERENCES 82 APPENDIXES 84 CURRICULUM VITAE 85 APPENDIX A1 89 APPENDIX A2 94 APPENDIX B 97 APPENDIX C 126 APPENDIX D 152 iv ABSTRACT In Vietnam, the quality of vocational training has not yet met the actual requirements of the enterprises One of the causes of this situation goes to the lack of efficient and close cooperation between vocational schools and enterprises With the use of interview, survey and collection of expert opinions, the author has conducted a study on a sample of 233 enterprises for their comments on the knowledge and skills of graduates (majoring either in Mechanics or Electrics/ Electronics) A sample of some vocational schools has also been on research about the conditions to ensure the quality of vocational training The author has also studied some current school-industry cooperation programs and their impact on the knowledge and skills of vocational school graduates On completion of the dissertation, the author has collected and analysed the opinions from both sides, schools and businesses, about the benefits of cooperation, the factors hindering the development of cooperation and the desire/willingness of the enterprises to cooperate with schools From the research and analysis of the opinions of both sides, the author has also proposed some solutions to the development of cooperating programs in order to improve the quality of vocational training (in terms of the knowledge and skills of graduates) Followings are new findings of the dissertation through research: The capability, knowledge and skills of graduates from vocational schools not meet the requirements of the job Businesses deliver the lowest assessment for such skills as organizing in production, communicating, team-working and problem-solving This situation also applies for graduates’ knowledge and skills in statistics, English, CNC, PIC, PLC programming, electric/electronic circuit designing and modern equipment operating Current conditions at schools affecting capability, knowledge and skills of graduates include factors that insure quality of vocational training Among these factors, the shortage of updated training content and teachers visiting business environment as well as the lack in quality and quantity of technology equipment are most concerned There are three (03) groups of cooperating program between vocational schools and businesses, namely information exchange, resources supply and exchange, and vocational training plan design Arrangement of internship for students at businesses is the most popular and most regular industry-academy cooperating activity Other activities are also done to encourage cooperation yet not often v Businesses and vocational schools share similar opinions about the benefits of cooperation in training Cooperation has a positive impact on knowledge and skills of vocational students Enterprises are willing to participate in cooperating programs with vocational schools Factors hindering industry-academy cooperation in vocational training include a weak mechanism to encourage/force the cooperation, the lack of information about partners and the fact that one party does not assure the interests of the partner On the basis of the research findings, dissertation proposes some solutions to enhance industry-academy cooperation and to improve the capability, knowledge and skills of vocational students vi LIST OF ABBREVIATIONS Abbreviation GDVT GIZ Meaning General Department of Vocational Training German Society for International Cooperation, Ltd HaUI Hanoi University Of Industry HCM Ho Chi Minh IVT JICA MOARD Institute for Vocational Training Japan International Cooperation Agency Ministry Of Agriculture and Rual Development MOET Ministry Of Education and Training MOIT Ministry Of Industry and Trade MOLISA NVQs QCA Ministry Of Labor, War Invalids and Social Affairs National Vocational Qualifications Qualifications and Curriculum Authority SLSU Southern Luzon State University SMEs Small and Medium Enterprises TNU VCCI Thai Nguyen University Vietnam Chamber of Commerce and Industry vii LIST OF TABLES Table 2.1 B.Bloom’s taxonomy of knowledge and skills 12 Table 3.1 List of MOIT’s schools and the number of students 27 Table 3.2 The number of schools selected for the survey out of the MOIT’s schools 28 Table 3.3 List of MOIT’s schools surveyed 28 Table 3.4 List of schools out of MOIT 28 Table 3.5 Number of questionnaires in vocational training schools 29 Table 3.6 Structure of questionnaire for enterprises 30 Table 3.7 Structure of questionnaire for vocational schools 31 Table 3.8 Scales in questionnaire for enterprises 32 Table 3.9 Scales in questionnaire for vocational schools 33 Table 3.10 Encoding questionnaire data for vocational schools 35 Table 3.11 Encoding questionnaire data for enterprises 38 Table 3.12 The additional variables for enterprise database 41 Table 3.13 The additional variables for school database 42 Table 3.14 Reliability rating scales by Cronbach Alpha of enterprise survey data 42 Table 3.15 Rating the reliability of scales by Cronbach Alpha of school survey data 43 Table 3.16 The quantities of descriptive statistics in enterprise survey data analysis 43 Table 3.17 The quantities of descriptive statistics in vocational school survey data analysis 44 Table 3.18 Method of accrediting enterprises data 45 Table 3.19 Compare the survey data of enterprises and of vocational schools 45 Table 4.1 Number of schools sorted by the managerial agency 46 Table 4.2 Number of schools sorted by the highest level of training 46 Table 4.3 Number of schools sorted by region .46 Table 4.4 Number of schools sorted by number of students 46 Table 4.5 Number of enterprises sorted by type of ownership 47 Table 4.6 Number of enterprises sorted by industry 47 Table 4.7 Number of enterprises sorted by active years 47 Table 4.8 Number of enterprises sorted by size (number of employees) 47 Table 4.9 Enterprises’ assessment of attitude and capability to work of graduates from vocational schools 48 Table 4.10 Enterprises’ assessment of general knowledge of graduates from vocational schools 50 Table 4.11 Assessment by enterprises of foundational knowledge and skills of graduates .52 viii Table 4.12 Assessment by enterprises on mechanical knowledge and skills of graduates .53 Table 4.13 Assessment by enterprises on electric/electronic knowledge and skills of graduates 54 Table 4.14 Respondents of conditions ensuring quality of vocational training sorted by position/title 56 Table 4.15 Respondents of conditions ensuring qualityof vocational training sorted by years of working experience 56 Table 4.16 Assessment of the vocational training programs 57 Table 4.17 Assessment of vocational training teachers 58 Table 4.18 Assessment of facilities and equipment for vocational training 59 Table 4.19 Program collaboration at vocational training schools 60 Table 4.20 Assessment of benefits of cooperation by vocational schools and enterprises .64 Table 4.21 Influence of cooperating activities on the knowledge and skill of graduates 65 Table 4.22 Desire/willingness to cooperate of enterprises 67 Table 4.23 Assessment by vocational schools of factors hindering cooperation 69 Table 4.24 Assessment by enterprises of factors hindering cooperation 69 Table 4.25 Testing X2 two variables C1.4 & C6.13 71 Table 4.26 Testing X2 two variables C1.4 & C6.14 71 Table 4.27 ANOVA accreditation for the relationship between C1.4 and C2, C3, C4, C5, C7, C8 72 Table 4.28 ANOVA analysis 74 Table 4.29 Accreditation of regression coefficients 74 Table 5.1 The result of accreditation of hypotheses 77 ix Table 4.28 ANOVA analysis Model Regression Residual Total Sum of Squares 70.989 88.432 159.420 df 371 374 Mean Square 23.663 238 F 99.274 Sig .000 d From the above result with F=99.274 and the significance is 0.000, it is possible to reject Hypothesis H0 and conclude that the model is suitably designed for the general - Accreditation of the significance of regression coefficient (Test the hypothesis H0 : B0 = B1 = B2 = B3 = 0) It relates to the accreditation of linear correlation relationship between dependent variable B2 and independent variables B1.2, B1.3 and B3 The findings of the accreditation is shown in Table 4.29 Table 4.29 Accreditation of regression coefficients Model (Constant) B1.3 B3 B1.2 Unstandardized Standardized Coefficients Coefficients B Std Beta Error 0.558 0.304 0.278 0.184 0.174 0.045 0.041 0.048 0.337 0.293 0.196 t 3.204 6.741 6.729 3.804 Sig 0.001 0.000 0.000 0.000 The findings above shows that all coeficients B1, B2, B3 have Sig = 0.000, B0 has Sig.=0.001 It means that Hypothesis H0 is Rejected, therefore, B2 and B1.2, B1.3, B5 have a linear correlation relationship 74 CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS This chapter summarizes the research process, concludes the results and proposes solutions to develop cooperating programs between vocational schools and enterprises The author has conducted a research on the cooperation between vocational schools and enterprises to find solutions to develop cooperating programs to enhance knowledge and skills of graduates 10 MOIT’s schools, including universities, colleges, and vocational colleges in the North and the South are selected for the survey 02 vocational schools under the Ministry of Agriculture and Rural Development and Nghe An province are chosen for the survey To study the assessment of enterprises about the knowledge and skills of graduates and their opinions on cooperating programs, 233 companies in partnerships with MOIT’s vocational schools are selected for the survey Respondents in vocational schools are leaders, deans and teachers (574 people) Those in enterprises are manager, supervisors, staff in charge of personnel (01 questionnaire for each enterprise) Collected data is processed and analysed using statistical software SPSS 20 and Excel 2003 spreadsheet 5.1 Findings of study The results show that enterprises assess the working capability, the general knowledge and the vocational knowledge/skills rather low in comparison with production requirements (less than 4.0 on a 5.0 point scale) There is no differences in the assessment of knowledge and skills of graduates between enterprises of different ownership However, there is difference in the assessment between enterprises of different industries The weakest points are: the ability to organize production process, problem solving, teamworking, English skills, NC, CNC, PLC, PIC programming and operating modern equipment skills This is the problem that enterprises have to face with in the process of production development: How to build up a high quality workforce to meet the requirements of business? Cooperation with vocational training schools is one of the feasible solutions for this issue, which has been applied successfully by some enterprises (Answer of Q1, Q5) Vocational schools have to face with the fact that elements to ensure the quality of vocational training are limited The weakest points are: vocational programs not updated with business feedback, training equipment using obsolete technology, vocational teachers have 75 little access to actual production This reinforces the poor assessment of enterprises about the knowledge, skills and working capability of graduates from vocational schools The vocational schools have to find solutions for this issue in the condition of lacking resources from the government Cooperation with the enterprises for further resources is an appropriate solution that has been successfully applied by some vocational schools (Answer of Q2) Many cooperating programs have been done However, the most popular program is providing students with internship opportunity at enterprises Other programs of cooperation have not been done regularly and lacked in numbers However, some schools have an effective cooperating model (Answer of Q3) Businesses are willing to cooperate with vocational schools All survey collaboration programs are accepted (with the lowest of over 35% and the highest of 90% of enterprises agree to cooperate) Almost all enterprises are aware of the significant benefits of schoolenterprise cooperation This cooperation provides enterprises with skilled human resources This is an essential basis for vocational schools to operate cooperating programs with enterprises in accordance with their conditions (Answer of Q6) Factors that hinder cooperation and business schools are consistently agreed by both sides (schools and enterprises) Lacking of state regulations to encourage both parties to cooperate, lacking of information on partnership and not ensuring the mutual benefits are main obstacles in the development of cooperating programs Removing these barriers will improve the development of cooperation This requires the participation of schools, enterprises and the government The activeness of each party (schools, enterprises) in the cooperation is an indispensable and key factor The cooperation have to ensure a win-win benefit to both parties Enterprises and schools have similar assessment of the benefits of cooperation Therein, the evaluation of benefits by enterprises is higher than that of schools There is no differences in the evaluation of the benefits of cooperation between enterprises of different industries or different types of ownership Opinions of teachers from schools of different groups (region/ level of training/ scale of training) represent no difference in the assessement of benefits of cooperation This is an important basis to build up and operate collaboration programs All programs need to show benefits to both parties (Answer of Q5) All cooperating programs show influence on the knowledge and skills of students in vocational schools It is internship at enterprises that has the most significant influence Supporting programs of enterprises for students (scholarships), providing information on recruitment, receiving interns all have impact on the improvement of the knowledge and skills 76 of graduates The development of cooperation leads to improvement of the quality of training (Answer of Q4) Generally, there is no different opinions about the development of the schoolenterprise cooperating program between the enterprises of different industries and different types of ownership However, enterprises of different industries show differences in two cooperating programs which are exchange of information and advice on training plan (Answer of Q5) There are three groups of cooperating programs between schools and enterprises can be developed to improve cooperation : (1) Collaboration in information exchange, (2) Collaboration in providing and exchanging resources and (3) Collaboration in setting training targets and plans of vocational schools (Answer of Q6) 5.2 Accreditation of the hypotheses According to the results of analyses in chapter IV, the hypotheses have been tested and shown in Table 5.1 Table 5.1 The result of accreditation of hypotheses Hypothesis Accepted or Rejected H1 Enterprises are not satisfied with the working capability, Accepted knowledge and skills of graduates H2a There is difference in the assessment of capability, knowledge Rejected and skills of graduates by enterprises of different types ownership H2b There is difference in the assessment of capability, knowledge Accepted and skills of graduates by enterprises of different industries H3 Enterprises are willing to cooperate with schools in training Accepted programs H4 Vocational schools are not satisfied with the conditions to Accepted ensure the quality of vocational training H5 There is no difference between schools and enterprises in the Accepted assessment of benefit of cooperation H6 There is relationship between assessment of conditions to ensure training quality and school-enterprise cooperating activities 77 Accepted 5.3 The relationship between factors and the development of school enterprise cooperating programs The findings of relationship between variable representing the development of cooperating programs and dependent variables are shown in the following equation: B2 = 0.558 + 0.184 * B1.2 + 0.304 * B1.3 + 0.278 * B3 In which: B2 : Development of cooperating programs B1.2 : Assessment of vocational training teachers B1.3 : Assessment of vocational training equipment B3 : Assessment of benefits of cooperation 5.4 Proposals for the development of programs collaboration school industry The cooperation programs need the participation of both sides (schools and businesses) It has to be developed on the basis of the needs and capabilities of the parties and on a foundation of win-win relation There should be harmony in the benefits of both sides At the same time, the legal framework is also important determinant Regulations of the government maintain the benefits of society and adjust interests of parties as they are unable to handle them Based on the results of the analysis and in-depth research at some schools that have an effective cooperation model, the author has proposed some solutions to develop schoolindustry cooperation programs Solutions for vocational schools The conditions to ensure training quality in vocational schools are still limited in comparison with the requirement of quality labor training for the development of industry As analysed above, cooperation with enterprises has a strong impact on the improvement of the vocational training programs, teachers and equipment Almost all schools are aware of these considerable benefits of cooperation The schools are always willing to cooperate with enterprises However, schools are facing with tremendous barriers in the development of collaborative programs The following solutions are proposed with an aim to remove the barriers 78 a Establish specializing department which is in charge of the development of schoolenterprise cooperation Improving the skills of business relations for staffs and teachers Arranging teachers capable of communicating skills to operate the cooperating programs According to the findings from survey in vocational schools, almost all schools (11/12) have no specializing department responsible for the development of relationship with enterprises Internship for students at businesses is the most popular form of cooperative activity Therefore, it is common that Training Department or Faculties are responsible for this activity The staff working in these units are not specializingly trained for the relationship development, thus the effectiveness is not as expected Most schools are not active in establishing cooperative programs with businesses (besides internship) By indepth research at one school that have specializing departments, the author has found out that this school has a wide variety of cooperation programs and a close relationship with enterprises, which positively affects the quality of vocational training (HaUI, 2012) b Improve the training capacity of schools to meet the requirements of enterprises in the cooperation Typically, an enterprise has to be shown and made believe all the benefits (shortterm, long-term, tangible and intangible ones) that it can gain if a school wants to attract this enterprise to participate in the cooperation To achieve this, the school has to invest in and upgrade the qualifications of the staff as well as the physical facilities and the managing capability c Proactively propose cooperation programs in accordance with capability and make the best and effort to keep the commitments In fact, many partnership programs is actively proposed by the enterprises, including funding programs such as scholarships, equipment sponsorship, offering internship Except for intership, vocational schools rarely raise opinion about other cooperation programs with enterprises, which has limited the development of cooperation In the condition of lacking information about partner, this fact affect the expansion of cooperation programs Therefore, on the basis of needs and ability, vocational schools should actively seek partners and propose partnership program Once the cooperative programs have been agreed, schools should try their best to keep the commitments (of both schedule and content) 79 This solution is closely related to the improvement of capacity and qualifications of teachers as indicated above Solutions for the businesses The partnership programs all bring benefits to the enterprises (directly or indirectly) Direct benefits include actively recruiting qualified personnel, reducing training costs and improving the qualification of employees, etc Enterprises should also implement social responsibility and the duty to develop human resources of the country, which is indirectly beneficial for them Establish communication channels between vocational schools and businesses to better understand the needs and capabilities of each side As discussed above, businesses often not have adequate information about the capabilities and needs of the vocational schools in reality Similarly, the schools understand little about the needs, requirements and desires of businesses Both these give way to the factors that hinder cooperative programs In some schools, however, many cooperative programs have succeeded in information exchange between both parties a Take the advantage of ICT, especially the internet All vocational schools should develop their own website to introduce training courses that they offer, the number of graduates in each major, the learning agenda of each class and faculty, short-term courses for employees of companies, and other information about the experience and competence of the schools Both parties should maintain goodwill via Email as well b Organize workshops between vocational schools and enterprises Vocational schools have a chance to directly introduce and explain their needs and capabilities to enterprises In turn, schools also gather information about the needs and requirements of businesses as well as their feedback on the quality of graduates Conversely, enterprises better understand the schools for an appropriate decision to cooperate Enterprises should make use of associations, the managers of industrial zones, organizations of businesses (VCCI, SMEs, ) to implement this activity c Organize visiting trip and discussion with enterprises This completes the purpose of information exchange about the demand and capacity of both parties for the development of cooperating programs In addition, this acitivity helps the teachers to access and understand the actual production situation, thus, they can improve the content of vocational training programs 80 d Organize survey in businesses to collect information and opinions about partnership programs e Develop the activities of the alumni Alumni is an information channel that can be exploited to develop the cooperative programs with businesses Alumni’s capability at work reflects the appropriateness of training programs of vocational schools They also provide information on reality of production in businesses for the vocational schools The government should develop a policy framework to ensure the rights and encourage the cooperation a Complete the regulations about vocational training Schools and enterprises have to work closely together in the building of training program, operating training activities, arranging teachers and finding jobs for students b Complete the regulations that enterprises have to be engaged in vocational training Establish the policy to support tax, funding, land hiring, to encourage enterprises to participate in vocational activities and in cooperation with vocational schools c Build a legal framework to ensure the rights and interests of the enterprises when they support students, which restricts the cases of students changing jobs once they are supported in the study 5.5 Conclusion The research objectives has been completed Six (06) hypotheses have been tested Six (07) research questions have been answered Nine (09) research findings have been found out according to data analysis The results of this study can help MOIT’s schools and other vocational schools to complete their cooperating programs with enterprises to improve the quality of training The study also provides a good basis for managerial agencies to develop appropriate policies to promote school-enterprise cooperating programs This is also a reference resource for the people studying about vocational training and other interested ones 81 REFERENCES Nguyen Huu Chau (2008), Education Quality: Theory and Practice Tran Minh Duc (2010), Education and Human Resourse Development in 21st Cao Van Sam (2012), Vocational Training Technology Vu Thi Phuong Oanh (2008), Improving the quality of vocational training with method of strengthening the partnership between vocational schools and enterprises Nguyen Viet Su (2005),Vocational training: problems and solutions Phan Chinh Thuc (2003), Solutions for vocational training that contributes to human resources of industrialization and modernization Bryan Daly & Le Phuong Yen (2003), Consulting for schools, fields effectively organizations Research Institute and Educational Program (2003), To find out some models of combining vocational training between schools and company General Department of Vocational Training (2004), The status of combining vocational training at schools and enterprises at present-Journal of science on vocational training 10 Phan Tung Mau (2002), Customized training, a solution combining training with using of human resources in the condition of macro-economic in our country at present – From strategy of developing education to policy of developing human resources 11 Tran Khac Hoan (2006), The combination of training at schools and enterprises to improve the quality of vocational training in Vietnam in this period 12 Collins, N, 2005 Economic reform and unemployment in Vietnam In J Benson & Y Zhu (Eds.), Unemployment in Asia (pp 176–193) London and New York: Routledge 13 Se-Yung LIM, 2009 Experiences and Reflections on Industrial Needs Orientation of Vocational Technical High School Education in the Republic of Korea (South Korea) 14 Proceedings of the International Conference of Vietnamese General Directorate for Vocational Training, October 6, 2009, Hanoi, Vietnam 15 Thang, L C., & Quang, T., 2005b Antecedents and consequences of dimensions of human resources management and practices in Vietnam International Journal of Human Resources Management, 16, 48–64 16 Thang, N N & Huy T N 2012 “Assessing employment trends in Vietnam in the context of transition to higher-value economy” Proceedings of the International Conference on Business Administration in a Global Society, August 15, Hanoi, Vietnam 82 17 Thang, N N., Quang, T., & Buyens, D., 2011 The impact of training on firm performance: case of Vietnam Research and Practice of Human Resources Management, 19(1), 11-24 18 Thang, N.N., & Quang, T., 2007 International Briefing 18: Training and Development in Vietnam, International Journal of Training and Development, 11(2), 139–149 19 Wu Quanquan, 2009 Linkages between Vocational Education and Industry in China The Current Environment Proceedings of the International Conference of Vietnamese General Directorate for Vocational Training, October 6, 2009, Hanoi, Vietnam 20 Zwick, T., 2006 The Impact of training intensity on the establishment of productivity Industrial Relations, 45, 26−46 21 Institute for Vocational Training, 2011 Reports of TVET Viet Nam 2011 22 GIZ and GDVT, 2012 Business Sector Involvement in TVET Delivery and Governance in Viet Nam 23 Hua Thuy Trang &Pham Vu Khiem (2011), Innovative Model of Vocational Training to Meet Enterprises Requirement in Vietnam, ANQ Congress Vietnam 2011 24 MOIT ( 2010, 2011,2012), Annual training report 25 HaUI (2012), Annual report of the Industry Relationship 26 Tran Tien Khai (2007), Methodology in Business Research 27 Hoang Trong & Chu Nguyen Mong Ngoc (2008), Analyzing data with SPSS) 28 http://baodientu.chinhphu.vn/Home/Toan-van-cac-van-kien-Dai-hoi-XI-cuaDang/20113/70447.vgp, Strategy of Vietnam socio-economic development for 2011-2020 29 http://www.molisa.gov.vn/docs/VBPL/detailVBPL/tabid/213/DocID/6709/TabModuleSet tingsId/450/language/vi-VN/Default.aspx, Strategy of Vietnam human resources development for 2011-2020 30 http://vanban.moet.gov.vn/?page=1.15&script=viewdoc&view=4230&opt=brpage, Strategy for development of education and training in Viet Nam for 2011-2020 31 http://www.molisa.gov.vn/docs/VBPL/tabid/188/IsSearchMode/True/language/viVN/Default.aspx?keyword=chi%E1%BA%BFn%20l%C6%B0%E1%BB%A3c%20ph% C3%A1t%20tri%E1%BB%83n%20d%E1%BA%A1y%20ngh%E1%BB%81, Strategy for development of vocational training in Viet Nam for 2011-2020 83 APPENDIXES APPENDIX A1 : Questionnaire APPENDIX A2 : Questionnare APPENDIX B : Cronbach Alpha APPENDIX C : Descriptive Statistics APPENDIX D : Statistic Tests and Regression 84 CURRICULUM VITAE I Personal Information Fullname : HA XUAN QUANG Gender : Male Date of birth : 22/08/1961 Place of birth : Vinh Phuc - Vietnam Hometown : Vinh Phuc - Vietnam Employer : Hanoi University of Industry Telephone : 04.37655129 E-mail : hxquang@haui.edu.vn Mobile : 0913248825 Parents: - Father : Ha Van Sam (died) - Mother : Pham Thi Oa – 85 years old Spouse's name : Dinh Thi Lan Phuong – Teacher Children: - Daughter : Ha Phuong Mai – Student - Daughter : Ha Quynh Anh – Student II Educational Qualifications Bachelor Degree: - Training mode : Formal - School - Specialisation Duration : From 10/1978 to 9/1983 : Hanoi University of Science and Technology - Hanoi, Vietnam : Economics Master’s Degree: - Training mode : Formal - School - Specialisation Duration : From 10/1991 to 12/1993 : Hanoi University of Science and Technology - Hanoi, Vietnam : Economics Doctorate Degree: - Place of training : Vietnam, The Philippines Duration: - Specialisation : Business Administration - Year of thesis defense: 2013 III Civil service, eligibility and Government Licensure, Examination 85 From 2010 to 2013 IV Working experiences Duration Employer Position 11/1993 - 04/1999 Hanoi Industrial College Teacher 06/1997 - 04/1999 Hanoi Industrial College Vice Dean Faculty of Economics 05/1999 - 06/1999 Hanoi Industrial College Vice Dean Department of Training 07/1999 - 07/2001 Hanoi Industrial College Head of Department of Scientific research & International relations 08/2001 - 12/2005 Hanoi Industrial College Vice Rector 12/2005 - now Hanoi University of Industry Vice Rector V Scientific research and projects announcement Leader of scientific research projects School projects Research on Identification of vocational training costs – 2005 Application of Information Technology in management and training - 2006 Research on Development of electronic portal for Faculty of Electronics - 2010 Assessment the potential of power-saving activity and its effectiveness at Hanoi University of Industry and proposal of solutions to reduce electric costs – 2012 Ministry/ Province projects Application of Information Technology in training management – Ministry of Industry/2003 Application of Information Technology in training management at vocational schools under Ministry of Industry – Ministry of Industry/2004 Development of information management system to improve the efficiency in the management of vocational schools under Ministry of Industry – Ministry of Industry/2007 Research on Development of vocational technique standards for Graphic Designs – Ministry of Industry and Trade/2008 Development of program framework for advanced and intermediate vocational training for Graphic Designs - Ministry of Industry and Trade/2009 Development of program framework for advanced and intermediate vocational 86 training for Thermal Technology - Ministry of Industry and Trade/2009 Research on Application of open-source software in training and management of schools under Ministry of Industry and Trade – Ministry of Industry and Trade/2010 Research on Development of vocational technique standards for Metal Cutting in CNC - Ministry of Industry and Trade/2011 Member of scientific research projects School project Research on Development of Training & Services Supply Center at school – 2005 Ministry/ Province projects Research on Development of training program for upgrading from intermediate training to college - Ministry of Industry/2001 Knowledge - integrated teaching method - Ministry of Industry/2005 Research on The process and software for admission to professional schools to save cost and strictly manage the list and number of admitted students - Ministry of Industry/2006 Research on Application of Information Technology in development and management of question bank and online exam operation - Ministry of Industry and Trade /2008 Research on Development of vocational technique standards for Mechatronics Ministry of Industry and Trade/2009 Research on Application of mobile Information Technology and Webservice in the management of students between school and family - Ministry of Industry and Trade/2012 Analysis of business performance and solutions to improve business efficiency of industrial enterprises in Bac Ninh province in the context of international economic integration - Bac Ninh/2012 Scientific articles Ha Xuan Quang Some solutions to improve vocational training to meet the needs of human resources for industrial sector Journal - Engineering today Issue 36 05/2000 Ha Xuan Quang About the concept “Technical labour” and other relevant concepts Journal - Educational Development Issue - 12/2002 87 Ha Xuan Quang levels of vocational training at Hanoi Industrial College Special issue on Vocational training – General Department of Vocational Training Hanoi, 02/2002 Ha Xuan Quang The issue of job orientation and organization at Hanoi Industrial College Journal – Today Learning and Teaching Issue – 2006 Ngo Thi Kim Dung, Ha Xuan Quang To ensure the quality of human resources training in Information Technology to meet the social needs Materials of National conference on Human resources training in Information Technology and Communications for social needs Da Nang, 01/2008 Ha Xuan Quang, Than Thanh Son, Cao Thi Thanh Branding development of Hanoi University of Industry Journal – Science and Technology Issue 12 - 10/2012 Ha Xuan Quang, Vu Đinh Thom, Đo Nguyen Hung, Vu Trung Kien, Junichi Mori Research on the assessment of enterprises about the results of vocational training and solutions to improve training programs in accordance with production requirements Journal – Science and Technology Issue 15 - 04/2013 Ha Xuan Quang The basis for developing industry-school cooperation Journal – Science and Technology Issue16 - 06/2013 Published books Ha Xuan Quang TMC Vocational training management cycle – Training materials for vocational teachers JICA - HIC Project Hanoi 2001 Ha Xuan Quang, Tran Xuan Ngoc, Nguyen Đinh Hai Technique of product quality management Transport Publishing House Hanoi 2002 Ha Xuan Quang, Tran Xuan Ngoc Technique of basic quality management Training materials for vocational schools Socielist Labour Publishing House Hanoi 2006 88 ... Industy - Academe Knowledge and Skills of Graduates Equipment, Facilities Environment - Policy ôi trường – Chính sách e Environment - Policy Teachers Students Environment - Policy Figure 2.4 The